Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of the planned defunding of level 3 Criminology in England on the comparative ability of students from (a) England and (b) Wales to pursue careers in criminal justice.
Answered by Luke Hall - Minister of State (Education)
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and which provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that, until the Advanced British Standard (ABS) is introduced, A Levels and T Levels are the best route at Level 3 to achieving those outcomes. A Levels are world class qualifications that provide the best preparation for higher education in most academic subject areas, including the social sciences.
The government’s view is that A Levels should be the academic qualifications of choice at Level 3. This is based on evidence about progression and attainment for students who study A Levels compared to those who study other academic qualifications at Level 3. Students who study A Levels tend to both do better and have higher completion rates at university than students who studied other qualifications, even when taking into account background characteristics.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole, which can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
The study of criminology at Level 3 is not generally an entry requirement for criminology and other related degree courses. A Level sociology, which is in the same sector subject area of sociology and social policy, will serve students wishing to progress to criminology degrees. Students wishing to progress into other careers in criminal justice and national security, such as legal, policing or prison and probation services, could also undertake other A Levels such as law, combined with small alternative academic qualifications in approved subjects such as uniformed protective services.
Development of the ABS is a decade long reform programme. Therefore, removal of funding from technical qualifications overlapping with T Levels is continuing as planned. The technical parts of the ABS are much closer to the T Level than any other qualification, meaning that T Levels will be the most future proof qualification for students at 16 to 19.
As the department reforms applied general qualifications, it will be up to colleges to decide what they offer to ensure that students have access to a wide range of publicly funded qualifications. As education is a devolved matter, the devolved administrations may take a different approach to post-16 education.
Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the capacity on A level Sociology courses in the context of the planned defunding of level 3 Criminology.
Answered by Luke Hall - Minister of State (Education)
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and which provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that, until the Advanced British Standard (ABS) is introduced, A Levels and T Levels are the best route at Level 3 to achieving those outcomes. A Levels are world class qualifications that provide the best preparation for higher education in most academic subject areas, including the social sciences.
The government’s view is that A Levels should be the academic qualifications of choice at Level 3. This is based on evidence about progression and attainment for students who study A Levels compared to those who study other academic qualifications at Level 3. Students who study A Levels tend to both do better and have higher completion rates at university than students who studied other qualifications, even when taking into account background characteristics.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole, which can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
The study of criminology at Level 3 is not generally an entry requirement for criminology and other related degree courses. A Level sociology, which is in the same sector subject area of sociology and social policy, will serve students wishing to progress to criminology degrees. Students wishing to progress into other careers in criminal justice and national security, such as legal, policing or prison and probation services, could also undertake other A Levels such as law, combined with small alternative academic qualifications in approved subjects such as uniformed protective services.
Development of the ABS is a decade long reform programme. Therefore, removal of funding from technical qualifications overlapping with T Levels is continuing as planned. The technical parts of the ABS are much closer to the T Level than any other qualification, meaning that T Levels will be the most future proof qualification for students at 16 to 19.
As the department reforms applied general qualifications, it will be up to colleges to decide what they offer to ensure that students have access to a wide range of publicly funded qualifications. As education is a devolved matter, the devolved administrations may take a different approach to post-16 education.
Asked by: Seema Malhotra (Labour (Co-op) - Feltham and Heston)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent steps she has taken to help increase engagement between employers and further education colleges.
Answered by Luke Hall - Minister of State (Education)
The department wants providers to continue to offer high-quality, relevant provision and to build upon the already fantastic work they do in partnership with local employers. The coming decade will see substantial economic change and as the economy changes, so will the skills needs of learners and employers. The department recognises that this will play out in different ways across the country and that is why the department introduced Local Skills Improvement Plans (LSIPs) to support local innovation and growth so that every part of the country can succeed in its own unique way.
The department is delighted that across all areas of England, employer-led LSIPs have already helped engage thousands of local businesses and have brought them together with local providers and stakeholders to collaboratively agree and deliver actions to address local skills needs. By building locally owned LSIPs from the ground up, the department is reshaping the skills system to better support people to train for, and succeed in, their local labour market.
The department welcomes the excellent engagement currently taking place between the designated employer representative bodies (ERBs) leading the LSIPs and local providers of technical education and training. It has meant that in summer 2023, all 38 areas of England published a plan, which was approved by the Secretary of State for Education, setting out local skills priorities and actions across the next three years. Moving forward, the ERBs leading the implementation and review of the LSIPs are continuing to work closely with local providers and stakeholders to deliver the priority actions set out in the LSIPs. Indeed, each ERB will provide a public annual progress report in June 2024 and 2025 setting out progress made since publication of the LSIPs.
LSIPs are working alongside the department’s wider reforms to further education (FE) funding and accountability, enabling a step change in how FE provision meets local skills needs. To help ensure the success of the programme, and as part of this government’s commitment to continue to invest significantly into FE, the department provided a dedicated £165 million Local Skills Improvement Fund (LSIF) to support providers to work collaboratively to respond to the needs identified in the LSIPs.
Provider projects the department is funding through the LSIF include training to plug key skills gaps in digital, net zero and green, construction, artificial intelligence and health and social care, all of which were identified as priorities by employers through the LSIPs.
Together, LSIPS and the LSIF are galvanising and bringing employers and providers closer together to spread opportunity for young people, skills for businesses and growth for all areas of this country.
Asked by: Bridget Phillipson (Labour - Houghton and Sunderland South)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate her Department has made of the number of parents (a) with two year olds who are eligible for 15 hours of childcare support and (b) who have had codes validated by providers and are receiving their entitlement in each local authority area.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
This government’s plan to support hard working families is working. The department are making the largest ever investment in childcare in England’s history. By September 2025, when the new entitlements are fully rolled out, working families will on average save £6,900 per year if they use the full 30 hours free childcare from when their child is 9 months old until they start school.
Our roll-out has already been successful, with the government exceeding its target for the April roll out of the first 15 hours for two year olds.
The department’s estimates focus on numbers of children, rather than parents. The department estimates that there are around 285,000 two year olds eligible for 15 hours of childcare support.
As per my statement on 23 April, more than 200,000 are already benefitting from the first stage of the expansion. The department will be publishing data by local authorities in due course.
Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the planned defunding of the level 3 Criminology qualification on the criminal justice workforce pipeline (a) in general and (b) for jobs that contribute to maintaining national security.
Answered by Luke Hall - Minister of State (Education)
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and which provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that, until the Advanced British Standard (ABS) is introduced, A Levels and T Levels are the best route at Level 3 to achieving those outcomes. A Levels are world class qualifications that provide the best preparation for higher education in most academic subject areas, including the social sciences.
The government’s view is that A Levels should be the academic qualifications of choice at Level 3. This is based on evidence about progression and attainment for students who study A Levels compared to those who study other academic qualifications at Level 3. Students who study A Levels tend to both do better and have higher completion rates at university than students who studied other qualifications, even when taking into account background characteristics.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole, which can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
The study of criminology at Level 3 is not generally an entry requirement for criminology and other related degree courses. A Level sociology, which is in the same sector subject area of sociology and social policy, will serve students wishing to progress to criminology degrees. Students wishing to progress into other careers in criminal justice and national security, such as legal, policing or prison and probation services, could also undertake other A Levels such as law, combined with small alternative academic qualifications in approved subjects such as uniformed protective services.
Development of the ABS is a decade long reform programme. Therefore, removal of funding from technical qualifications overlapping with T Levels is continuing as planned. The technical parts of the ABS are much closer to the T Level than any other qualification, meaning that T Levels will be the most future proof qualification for students at 16 to 19.
As the department reforms applied general qualifications, it will be up to colleges to decide what they offer to ensure that students have access to a wide range of publicly funded qualifications. As education is a devolved matter, the devolved administrations may take a different approach to post-16 education.
Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the extent of overlap in course content between (a) level 3 Criminology and (b) A level Sociology.
Answered by Luke Hall - Minister of State (Education)
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and which provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that, until the Advanced British Standard (ABS) is introduced, A Levels and T Levels are the best route at Level 3 to achieving those outcomes. A Levels are world class qualifications that provide the best preparation for higher education in most academic subject areas, including the social sciences.
The government’s view is that A Levels should be the academic qualifications of choice at Level 3. This is based on evidence about progression and attainment for students who study A Levels compared to those who study other academic qualifications at Level 3. Students who study A Levels tend to both do better and have higher completion rates at university than students who studied other qualifications, even when taking into account background characteristics.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole, which can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
The study of criminology at Level 3 is not generally an entry requirement for criminology and other related degree courses. A Level sociology, which is in the same sector subject area of sociology and social policy, will serve students wishing to progress to criminology degrees. Students wishing to progress into other careers in criminal justice and national security, such as legal, policing or prison and probation services, could also undertake other A Levels such as law, combined with small alternative academic qualifications in approved subjects such as uniformed protective services.
Development of the ABS is a decade long reform programme. Therefore, removal of funding from technical qualifications overlapping with T Levels is continuing as planned. The technical parts of the ABS are much closer to the T Level than any other qualification, meaning that T Levels will be the most future proof qualification for students at 16 to 19.
As the department reforms applied general qualifications, it will be up to colleges to decide what they offer to ensure that students have access to a wide range of publicly funded qualifications. As education is a devolved matter, the devolved administrations may take a different approach to post-16 education.
Asked by: Mike Amesbury (Labour - Weaver Vale)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent estimate her Department has made of the number of children who are (a) eligible and (b) not registered for free school meals.
Answered by Damian Hinds - Minister of State (Education)
The department publishes statistics annually which detail the number of pupils registered to receive free meals. The latest data shows that over 2 million pupils are registered for benefits-based free school meals (FSM), which is 23.8% of all pupils. Close to 1.3 million additional pupils benefit from universal infant free school meals. Taken together, over one third of pupils receive free school meals.
The department does not collect data on the proportion of pupils that may be entitled to FSM but do not make a claim. Therefore, the department has not made a recent estimate on the number of children not registered for free school meals.
Asked by: Daniel Zeichner (Labour - Cambridge)
Question to the Department for Education:
To ask the Secretary of State for Education, how much additional Strategic Priorities Grant recurrent funding was allocated to the Office for Students between financial years (a) 2022-23 and (b) 2024-25.
Answered by Luke Hall - Minister of State (Education)
The Strategic Priorities Grant (SPG) is funding supplied by the government on an annual basis to support teaching and students in higher education (HE), which includes funding for subjects that are expensive to deliver, such as science and engineering, students at risk of discontinuing their studies, and world-leading specialist providers. The department is investing hundreds of millions of pounds in additional funding over the three-year period from 2022/23 to 2024/25 to support high quality teaching and facilities, 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.
In the 2022/23 financial year, the total recurrent SPG funding was £1,397 million. This was increased to £1,454 million for the 2023/24 financial year. The department has recently provided a budget of £1,456 million in recurrent SPG for the 2024/25 financial year.
Asked by: Nadia Whittome (Labour - Nottingham East)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps to ensure every (a) primary and (b) secondary pupil in England can visit the theatre at least once in their school career.
Answered by Damian Hinds - Minister of State (Education)
All state-funded schools should teach a broad and balanced curriculum that promotes pupils' cultural development. The best schools combine creative subjects with core subjects, and the department is committed to ensuring that all pupils have access to both.
Cultural education is therefore integral to a high-quality education. Alongside drama as part of the English curriculum and dance as part of the physical education curriculum, music and art and design, remain important pillars of the knowledge-rich National Curriculum.
Drama is not an individual subject within the English National Curriculum, but it is an important part of a pupil’s school experience. The main introduction of drama to the primary programmes of study details the type of drama opportunities pupils should be given and acknowledges the artistic practice of drama. Teachers will use their professional judgement as to how and when such opportunities are created.
On 10 February 2017, the department announced an update to the content for the GCSE in drama and the A level in drama and theatre studies to specify that all pupils will now have the entitlement to experience live theatre, reaffirming the government’s commitment to providing pupils with an enriching arts education.
A parent’s income should not be a barrier to a pupil participating in a school trip. Schools may not charge for school trips that take place during school hours, or which take place outside school hours but are part of the National Curriculum, part of religious education, or part of the syllabus for a public exam that the pupil is being prepared for at the school. Parents can be asked for contributions towards the cost of a trip, but schools must make clear that contributions are voluntary. The published advice, ‘Charging for School Activities’, is clear that no pupil should be excluded from an activity simply because their parents are unwilling or unable to pay. The advice can be found at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/706830/Charging_for_school_activities.pdf.
Finally, pupil premium funding will rise to over £2.9 billion in the 2024/25 academic year. The increase will ensure that this targeted funding continues to help schools to support the educational outcomes of disadvantaged pupils. As set out in the menu of approaches, schools are able to use pupil premium to fund extracurricular activities, including school trips to theatres.
Asked by: Nadia Whittome (Labour - Nottingham East)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to take steps to ensure that pupils from low income families are able to participate in school visits to theatres.
Answered by Damian Hinds - Minister of State (Education)
All state-funded schools should teach a broad and balanced curriculum that promotes pupils' cultural development. The best schools combine creative subjects with core subjects, and the department is committed to ensuring that all pupils have access to both.
Cultural education is therefore integral to a high-quality education. Alongside drama as part of the English curriculum and dance as part of the physical education curriculum, music and art and design, remain important pillars of the knowledge-rich National Curriculum.
Drama is not an individual subject within the English National Curriculum, but it is an important part of a pupil’s school experience. The main introduction of drama to the primary programmes of study details the type of drama opportunities pupils should be given and acknowledges the artistic practice of drama. Teachers will use their professional judgement as to how and when such opportunities are created.
On 10 February 2017, the department announced an update to the content for the GCSE in drama and the A level in drama and theatre studies to specify that all pupils will now have the entitlement to experience live theatre, reaffirming the government’s commitment to providing pupils with an enriching arts education.
A parent’s income should not be a barrier to a pupil participating in a school trip. Schools may not charge for school trips that take place during school hours, or which take place outside school hours but are part of the National Curriculum, part of religious education, or part of the syllabus for a public exam that the pupil is being prepared for at the school. Parents can be asked for contributions towards the cost of a trip, but schools must make clear that contributions are voluntary. The published advice, ‘Charging for School Activities’, is clear that no pupil should be excluded from an activity simply because their parents are unwilling or unable to pay. The advice can be found at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/706830/Charging_for_school_activities.pdf.
Finally, pupil premium funding will rise to over £2.9 billion in the 2024/25 academic year. The increase will ensure that this targeted funding continues to help schools to support the educational outcomes of disadvantaged pupils. As set out in the menu of approaches, schools are able to use pupil premium to fund extracurricular activities, including school trips to theatres.