Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance her Department issues to schools on balancing inclusivity and religious freedoms.
Answered by Damian Hinds - Minister of State (Education)
There is currently no legal requirement for schools to allow their pupils time within the school day to pray upon request, nor are they required to provide any pupil with a physical space, such as a prayer room, to conduct their prayers. It is a matter for individual schools and headteachers to make a decision that is in the interest of their pupils. It is important when considering any requests relating to prayer that they do so in the context of the Equality Act 2010, and their public sector equality duty.
Under the Equality Act 2010 schools must not discriminate against a pupil in a number of respects because of a characteristic protected by the Act, including religion or belief. State-funded schools are also subject to the Public Sector Equality Duty (PSED). All children and young people must be treated fairly and supported to thrive and reach their potential within a respectful environment.
The department has published guidance for schools on how to comply with their duties under the Equality Act 2010, which can be found online at: https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools. This includes specific advice on religion or belief.
The PSED was introduced in section 149 of the Equality Act 2010 and places a legal obligation on public authorities to consider how their policy or service decisions impacts differently on individuals. The department as a public body is required to give due regard to PSED in its decision making. According to the PSED, a public authority must, in the exercise of its functions, have due regard to the need to:
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance her Department issues to non-religious schools on enforcing policies that restrict (a) prayer and (b) other religious practices.
Answered by Damian Hinds - Minister of State (Education)
There is currently no legal requirement for schools to allow their pupils time within the school day to pray upon request, nor are they required to provide any pupil with a physical space, such as a prayer room, to conduct their prayers. It is a matter for individual schools and headteachers to make a decision that is in the interest of their pupils. It is important when considering any requests relating to prayer that they do so in the context of the Equality Act 2010, and their public sector equality duty.
Under the Equality Act 2010 schools must not discriminate against a pupil in a number of respects because of a characteristic protected by the Act, including religion or belief. State-funded schools are also subject to the Public Sector Equality Duty (PSED). All children and young people must be treated fairly and supported to thrive and reach their potential within a respectful environment.
The department has published guidance for schools on how to comply with their duties under the Equality Act 2010, which can be found online at: https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools. This includes specific advice on religion or belief.
The PSED was introduced in section 149 of the Equality Act 2010 and places a legal obligation on public authorities to consider how their policy or service decisions impacts differently on individuals. The department as a public body is required to give due regard to PSED in its decision making. According to the PSED, a public authority must, in the exercise of its functions, have due regard to the need to:
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 her Department's consultation outcome entitled Children's social care: stable homes, built on love, published on 21 September 2023, what steps she is taking to monitor the implementation of the recommendations of that consultation by local authorities.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department is committed to laying the foundations for a comprehensive and long-term reform plan to children’s social care over the two years immediately following the publication of its implementation strategy ‘Stable Homes, Built on Love’. The department will be refreshing its strategy at the end of this point. The department is halfway through this first phase of reform, and has made significant progress on many of the commitments made in the strategy.
In December 2023, the department published the first national kinship care strategy ‘Championing Kinship Care’, a ‘Children’s Social Care National Framework’, a revised statutory guidance ‘Working together to safeguard children’ and a data strategy.
Through these publications, the department is monitoring the implementation of its reform programme and has set out how local authorities’ and partners’ roles and responsibilities will change through new national expectations, and further explained their role in delivering ‘Stable Homes, Built on Love’.
The ‘test and learn’ approach the department is taking through its pathfinder pilots will ensure that the department will find the most efficient models of delivery, providing the best possible outcomes for children and families. When the department comes to expand and roll out programmes across more local authorities’ areas, it wants to ensure reform delivery is supported by the evidence that it works.
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 her Department's consultation outcome entitled Children's social care: stable homes, built on love, published on 21 September 2023, if she will expand the implementation of that consultation outcome to more local authority areas.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department is committed to laying the foundations for a comprehensive and long-term reform plan to children’s social care over the two years immediately following the publication of its implementation strategy ‘Stable Homes, Built on Love’. The department will be refreshing its strategy at the end of this point. The department is halfway through this first phase of reform, and has made significant progress on many of the commitments made in the strategy.
In December 2023, the department published the first national kinship care strategy ‘Championing Kinship Care’, a ‘Children’s Social Care National Framework’, a revised statutory guidance ‘Working together to safeguard children’ and a data strategy.
Through these publications, the department is monitoring the implementation of its reform programme and has set out how local authorities’ and partners’ roles and responsibilities will change through new national expectations, and further explained their role in delivering ‘Stable Homes, Built on Love’.
The ‘test and learn’ approach the department is taking through its pathfinder pilots will ensure that the department will find the most efficient models of delivery, providing the best possible outcomes for children and families. When the department comes to expand and roll out programmes across more local authorities’ areas, it wants to ensure reform delivery is supported by the evidence that it works.
Asked by: Matt Western (Labour - Warwick and Leamington)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of trends in the number of teachers in Warwick and Leamington constituency.
Answered by Damian Hinds - Minister of State (Education)
Information on the school workforce, including the number of teachers in each school, is published in the ‘School workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.
As of November 2022, which is the latest data available, there were over 468,000 full-time equivalent (FTE) teachers in state-funded schools in England, an increase of 27,000 (6%) since 2010. This is the highest number of FTE teachers since the school workforce census began in 2010.
As of November 2019, there were 609.9 FTE teachers in state-funded schools in Warwick and Leamington constituency. This increased to 651.2 FTE teachers in state-funded schools in Warwick and Leamington constituency in November 2022. Figures for November 2023 will be published in June 2024. School workforce figures for 2024 have not yet been collected.
Asked by: Lord Johnson of Marylebone (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what is their most recent estimate of (1) the Resource Accounting and Budgeting charge, and (2) the estimated cost to Government of their support for the student finance system, based on future loan write-offs and interest subsidies, (a) in net present-value terms, and (b) as a proportion of the initial loan outlay.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
In the 2022/23 financial year, the Resource Accounting and Budgeting (RAB) charge, which is the government subsidy on student loans, was £5.5 billion, or 27% of the £20.0 billion of loans issued that financial year.
Of student loans issued in 2023/24, the government is expected to subsidise about £5.6 billion, or:
These forecasts are subject to change. The next statistical publication on student finance forecasts, which will contain the final RAB figures for the 2023/24 financial year, will be available at the end of June 2024.
Asked by: Baroness Verma (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of potential gaps in the provision of free period products in schools in England.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Period Product Scheme is open to all state-funded primary schools, secondary schools and 16-19 organisations so that girls and women can have access to a wide range of period products in their place of study.
Take up of the scheme is monitored and reviewed regularly. Since its launch in January 2020, 99% of secondary schools and 94% of 16-19 organisations have used the scheme. Management information is published annually and can be found here: https://www.gov.uk/government/publications/period-products-scheme-management-information. The national supplier, phs, makes contact with all eligible schools and colleges annually to advise them of the scheme and provide details on how to order.
Asked by: John Hayes (Conservative - South Holland and The Deepings)
Question to the Department for Education:
To ask the Secretary of State for Education, how many and what proportion of people who started teacher training courses did not finish the course in each of the last five years.
Answered by Damian Hinds - Minister of State (Education)
Trainees not awarded qualified teacher status (QTS) includes those who ended their training during the year and either left the course before the end (excluding those who left the course within 90 days of the start) or did not meet the teacher standards.
These statistics refer to the academic year in which trainees finished or withdrew from their initial teacher training (ITT) courses, rather than the year in which they began their courses. At this time, statistics on ITT trainee outcomes based on the year of entry are not available.
Academic Year | 2017/18 | 2018/19 | 2019/20 | 2020/21 | 2021/22 |
Trainees not awarded QTS | 1,304 | 1,348 | 1,172 | 1,597 | 2,236 |
Percentage of all trainees with course outcomes | 5% | 5% | 4% | 5% | 7% |
Source: DfE ITT Performance Profiles statistical publications
Footnote: Academic year refers to the year in which the trainee had a course outcome.
The ITT Performance Profiles publication is published here: https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-performance-profiles/2021-22#releaseHeadlines-tables.
Asked by: Lord Bishop of Leicester (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government, further to the Institute for Fiscal Studies report The short- and medium-term impacts of Sure Start on educational outcomes, published on 9 April, which found that access to a Sure Start centre in early years increased the early identification of a special educational need or disability and reduced the need for an Education, Health and Care Plan in later years, what steps they are taking to incorporate lessons from the Sure Start programme in their (1) Family Hubs policy, and (2) Special Educational Needs and Disabilities and Alternative Provision Improvement Plan.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department welcomes the latest research from the Institute of Fiscal Studies on the impact of Sure Start. The family hub model builds on what was learned from Sure Start as well as on wider external evidence of the long-term benefits of early intervention. The model includes at its core the Start for Life offer with a prominent focus on babies and young children, encouraging engagement with the very youngest and their parents and including targeted services for special educational needs and disabilities (SEND). It enables early identification of additional needs through integrated and connected service offers and provides funding for workforce training to better identify and respond to need in a co-ordinated way.
Family hubs bring together services for children of all ages and so respond to the needs of the whole family. The government is investing approximately £300 million across 75 local authorities to embed the family hub approach and enhance Start for Life services across the country for families with children aged 0-19 years, and or up to 25 years for those with SEND. On 10 January 2024, the government announced that every one of the 75 local authorities in the family hubs and Start for Life programme have now opened family hubs, creating a welcoming place where families can be connected to a wide range of services.
The department has developed guidance for participating local authorities. The Programme Guidance includes expectations on the support available to families who have children with SEND, in line with the recommendations in the SEND and alternative provision (AP) green paper. This includes staff in the family hub being knowledgeable about local SEND services and able to connect families to appropriate support – this could include for example SEND-appropriate parenting programmes, peer support for parents, short breaks, support for siblings or specialist health services. The Programme Guidance can be found here: https://www.gov.uk/government/publications/family-hubs-and-start-for-life-programme-local-authority-guide.
Last year, the department also published its SEND and AP Improvement Plan to outline its plans to ensure children and young people across England get high-quality, early support wherever they live in the country. This includes new national SEND and AP standards which will help families understand what support every child or young person should be receiving from early years through to further education.
The department is also funding training of up to 7,000 early years special educational needs co-ordinators who will learn how to identify and assess SEND and implement effective support so that children get the early support they deserve at the right time.
Asked by: Lord Allen of Kensington (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to increase investment in skills training to meet the needs of more 150,000 additional students seeking higher education by 2030 in England.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
It is important that the department has a sustainable higher education (HE) funding system that responds to the needs of the economy and that is fair to students and to taxpayers. The government keeps the HE funding system under continuous review to ensure that this remains the case, and to provide many different opportunities for learners to acquire vital skills.
The government is committed to creating a world-leading skills system, backed with an additional investment of £3.8 billion over the course of this Parliament to strengthen HE and further education (FE). This includes increasing opportunities for people to develop higher technical skills through T Levels, Apprenticeships, Skills Bootcamps, or Higher Technical Qualifications (HTQs). From 2025, the Lifelong Learning Entitlement will transform access to FE and HE, offering all adults the equivalent of four years’ worth of student loans to use flexibly on quality education training over their lifetime.
Through the Strategic Priorities Grant (SPG), the department is investing hundreds of millions of pounds in additional funding over the three-year period to the 2024/25 financial year to support high-quality teaching and facilities, the majority of which goes to supporting the provision of courses in high-cost subjects including in science and engineering, subjects that support the NHS, and degree apprenticeships. This includes the largest increase in government funding for the HE sector to support students and teaching in over a decade. The recurrent SPG budget is £1,456 million for the 2024/25 financial year. This includes an £18 million increase in support for strategically important high-cost subjects.
The department is also providing £40 million over two years through the SPG to support degree apprenticeship providers to expand and help more people access this provision. The department has seen year-on-year growth in degree level apprenticeships (Level 6 and 7) with almost 230,000 starts since their introduction in the 2014/15 academic year. The government has increased investment in the apprenticeships system in England to over £2.7 billion this financial year, to support employers of all sizes access high-quality apprenticeships at all levels.
The department’s Higher Technical Education reforms are growing skills at Level 4 and 5. The department has introduced new HTQs, which will increase the prestige and uptake of level 4 and 5 qualifications. To date, 172 qualifications have been approved as HTQs across seven occupational routes and are being taught at FE Colleges, Institutes of Technology, Universities, and Independent Training Providers. The department has provided up to £115 million in funding to providers to help grow provision across the country, on top of up to £300 million to create a network of 21 Institutes of Technology.