Asked by: Lord Weir of Ballyholme (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the percentage of areas where there is a shortage of childcare facilities and providers to provide their commitment of free childcare hours.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
There were 15,100 more childcare places in 2023 than the previous year, with 12,900 paid staff added to the same period according to the department’s latest Childcare and early years provider survey (2023).
To support providers to expand their provision further, the department is investing over £400 million of additional funding to uplift the hourly rate for the entitlements next year. This investment consists of £67 million in new funding to reflect the latest National Living Wage increase, an additional £57 million to support providers in respect of teachers’ pay and pensions, and the £288 million for the existing entitlements in 2024/25 announced in the Spring Budget in March 2023. It also builds on the £204 million of additional investment to increase funding rates this year. To further support the sector delivering the expansion of childcare support, the government is confirming that the hourly rate providers are paid to deliver the free hours offers will increase in line with the metric used at Spring Budget 2023 for the next two years. This reflects that workforce costs are the most significant costs for childcare providers and represents an estimated additional £500 million of investment over two years. Additionally, hundreds of thousands of children aged 3 and 4 are registered for a 30-hour place, saving eligible working parents up to £6,900 per child per year, helping even more working parents and making a real difference to the lives of those families.
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 our childcare delivery support contract where appropriate.
The government has allocated £100 million in capital funding to local authorities to support the expansion of childcare places and the supply of wraparound care. The funding is anticipated to deliver thousands of new places across the country.
On top of the department’s funding reforms, it is also providing significant support for local authorities to deliver the early years expansion from April, such as:
Asked by: Lord Weir of Ballyholme (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what additional support they are providing to enable local authorities and childcare providers to meet demand arising from their commitment to provide free childcare hours.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
There were 15,100 more childcare places in 2023 than the previous year, with 12,900 paid staff added to the same period according to the department’s latest Childcare and early years provider survey (2023).
To support providers to expand their provision further, the department is investing over £400 million of additional funding to uplift the hourly rate for the entitlements next year. This investment consists of £67 million in new funding to reflect the latest National Living Wage increase, an additional £57 million to support providers in respect of teachers’ pay and pensions, and the £288 million for the existing entitlements in 2024/25 announced in the Spring Budget in March 2023. It also builds on the £204 million of additional investment to increase funding rates this year. To further support the sector delivering the expansion of childcare support, the government is confirming that the hourly rate providers are paid to deliver the free hours offers will increase in line with the metric used at Spring Budget 2023 for the next two years. This reflects that workforce costs are the most significant costs for childcare providers and represents an estimated additional £500 million of investment over two years. Additionally, hundreds of thousands of children aged 3 and 4 are registered for a 30-hour place, saving eligible working parents up to £6,900 per child per year, helping even more working parents and making a real difference to the lives of those families.
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 our childcare delivery support contract where appropriate.
The government has allocated £100 million in capital funding to local authorities to support the expansion of childcare places and the supply of wraparound care. The funding is anticipated to deliver thousands of new places across the country.
On top of the department’s funding reforms, it is also providing significant support for local authorities to deliver the early years expansion from April, such as:
Asked by: Lord Weir of Ballyholme (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what percentage of (1) primary, and (2) secondary, schools currently provide breakfast clubs.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The government is committed to continuing support for breakfast clubs in England in schools in disadvantaged areas. Up to £40 million is being invested to continue the department’s national programme until July 2025. This funding will support up to 2,700 schools in disadvantaged areas in England, meaning thousands of children from low income families will be offered free nutritious breakfasts to better support their attainment, wellbeing and readiness to learn. Schools are eligible for the programme if they have 40% or more pupils from deprived households, as measured by the Income Deprivation Affecting Children Index.
The department does not currently hold recent data on the percentage of schools that provide breakfast clubs. As of November 2022, over 2,100 schools signed up to the programme, of which 65% were primary and 23% secondary.
The recruitment process is still underway for schools that wish to sign up. In March 2023, 2,500 schools had signed up to the programme and the department will work with its supplier, Family Action, to monitor and publish updated data in due course.
The government is very supportive of school breakfasts and the contribution these can make to children’s wellbeing and learning. Alongside our national programme, there are a number of organisations such as Magic Breakfast, Kellogg’s and Greggs providing valuable support to schools with a breakfast provision.
Asked by: Lord Weir of Ballyholme (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the percentage of eligible families who will be able to take advantage of free childcare care hours committed by April.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
In the 2023 Spring Budget, my right hon. Friend, the Chancellor of the Exchequer, announced that free childcare would be extended to children of eligible working parents in England from nine months old to support increased parental engagement in the labour market.
The proportion of eligible parents who will take up the new entitlement is provisionally estimated to be around 75% for those with children aged two, around 60% for those with children aged one and around 35% for those with children under the age of one. These estimates are detailed in a policy costing information note, which was published in July 2023. The information note can be found in the attachment.
Data on actual take up of the entitlement for children aged two from April 2024 will be collected via the early years census in January 2025, and published in June or July 2025.
Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the PwC report UK Higher Education Financial Sustainability Report, published in January.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Higher education (HE) providers are autonomous institutions responsible for their own financial sustainability. The department’s role and priority is to work with the Office for Students (OfS) and other stakeholders as appropriate to protect students’ best interests.
The OfS is responsible for monitoring the financial sustainability of registered HE providers in England. Its latest report on the financial health of the sector, which was published in May 2023, found that the overall aggregate financial position of universities was sound. However, there continue to be quite significant differences between individual providers, both across the sector and within peer groups.
The department will continue to work closely with the OfS and many parties including a variety of HE providers across the sector, mission groups and other government departments to understand the ongoing impacts and changing landscape of financial sustainability in the sector.
Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to support universities who are facing bankruptcy.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Higher education (HE) providers are autonomous institutions responsible for their own financial sustainability. The department’s role and priority is to work with the Office for Students (OfS) and other stakeholders as appropriate to protect students’ best interests.
The OfS is responsible for monitoring the financial sustainability of registered HE providers in England. Its latest report on the financial health of the sector, which was published in May 2023, found that the overall aggregate financial position of universities was sound. However, there continue to be quite significant differences between individual providers, both across the sector and within peer groups.
The department will continue to work closely with the OfS and many parties including a variety of HE providers across the sector, mission groups and other government departments to understand the ongoing impacts and changing landscape of financial sustainability in the sector.
Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the levels of debt in UK universities.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Higher education (HE) providers are autonomous institutions responsible for their own financial sustainability. The department’s role and priority is to work with the Office for Students (OfS) and other stakeholders as appropriate to protect students’ best interests.
The OfS is responsible for monitoring the financial sustainability of registered HE providers in England. Its latest report on the financial health of the sector, which was published in May 2023, found that the overall aggregate financial position of universities was sound. However, there continue to be quite significant differences between individual providers, both across the sector and within peer groups.
The department will continue to work closely with the OfS and many parties including a variety of HE providers across the sector, mission groups and other government departments to understand the ongoing impacts and changing landscape of financial sustainability in the sector.
Asked by: Lord Warner (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 11 March (HL2772, HL2773, HL2811), what arrangements they have in place to ensure that the 148 residential special schools mentioned in that answer have ready access to psychiatric and clinical psychology services to meet the clinical needs of their residents, especially those with complex autism.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Of the 55 independent residential special schools, five are identified as requiring improvement by Ofsted. One further school met the standards since the previous answer was provided. These schools are The Forum School, Wilds Lodge School, Pioneer TEC, The Fitzroy Academy and The Grange Therapeutic School. Nine schools offer under 20 residential placements, eight schools offer 20 to 40 residential placements, and 38 schools offer residential placements for over 40. None are approved for a single child only.
When the department registers an independent school, it establishes who the proprietor will be, and runs suitability checks on the proprietor. The proprietor is ultimately responsible for the operation of the school. The proprietor is included on the register of independent schools. The department does not record the ultimate beneficial owner of the school. The registered proprietor of each of the 55 independent residential special schools is shown in the attachment provided titled ‘Table of Independent Residential Special Schools’.
Of the 26 residential maintained special schools, six are identified as requiring improvement by Ofsted. These schools are Holly House Special School, Barndale House School, Greenbank School, Kings Mill School, Lindsworth School and Lexden Springs School. One school offers under 20 residential placements, three schools offer 20 to 40 residential placements, and 23 schools offer residential placements for over 40. None are approved for a single child only.
Of the 33 residential non-maintained special schools (NMSS), three are identified as requiring improvement by Ofsted. This number has increased by one since the previous answer provided as the department has identified an additional NMSS that is listed on the register of schools as a further educational college rather than a school. These schools are St Vincent’s School, New College Worcester, and Breckenbrough School. No schools offer under 20 residential placements, one school offers 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.
Of the 34 residential special academy and free schools, four require improvement according to Ofsted. One school no longer offers residential placements since the previous answer provided. These schools are Brompton Hall School, Langham Oaks, Pencalenick School and Charlton Park Academy. No schools offer under 20 residential placements, two schools offer 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.
Historical data does not allow a comparison to be made on Residential Special Schools compared to 2010 and 2015. Data for recorded school types is available in the department’s data releases, which is included in the attached documents titled ‘Index of Tables’ and ‘Table of School Characteristics’.
Local authorities must ensure there are sufficient school places for all pupils, including those with special educational needs and disabilities. Residential provision may be the right way to meet the needs of some children and young people, but it places them at greater risk by removing them from their families and local support networks. While there will always be a small group of children who require more intensive round-the-clock care alongside their education or healthcare in a residential setting, this should be less necessary as the department better meets children’s needs in mainstream schools and non-residential special schools and provide more early and intensive support for families.
Individual schools are responsible for ensuring they can meet the needs of the children and young people they educate. All residential special schools are required to follow and are inspected against the residential special schools’ national minimum standards (NMS). These standards can be found on the GOV.UK website: https://assets.publishing.service.gov.uk/media/647f53155f7bb700127fa5c9/Residential_special_schools_national_minimum_standards.pdf.
Amongst other things, the NMS set out the importance of suitably qualified and trained staff, along with a requirement for care staff to have at least a relevant Level 3 qualification. Part D, ‘Health and Wellbeing’, provides comprehensive standards to ensure staff are meeting pupils’ needs, including ensuring pupils have access to appropriate support services. Children and young people in residential special schools away from home are entitled to access local health services in the same way as all children and young people are. Some providers also offer and commission their own clinical expertise and support for children in their residential special schools. Additionally, the National Autism Trainer Programme, funded by NHS England and led by Anna Freud provides a co-produced autism Train the Trainers approach that has been offered free of charge for staff working in residential special schools and colleges to better support them to understand the needs and experiences of autistic children and young people.
Children and young people may only be placed in a special school if they have an Education, Health and Care (EHC) plan. If the placement is no longer suitable for the child or young person, the local authority responsible for the EHC plan will need to review it and consider amending it, following the statutory processes set out in the Children and Families Act 2014.
In the meantime, local authorities have a duty to arrange suitable education for any pupil of compulsory school age who, because of illness, exclusion, or other reasons, would not get a suitable education without such provision. This education must be full time, unless a pupil’s medical needs mean that full-time education would not be in their best interests.
It is up to local authorities to determine the most appropriate alternative provision for a child, but they should take into account the views of the pupil, their parents and other professionals.
The department has published statutory guidance on alternative provision, which local authorities must have regard to. The guidance is available on the GOV.UK website: https://www.gov.uk/government/publications/alternative-provision.
Asked by: Lord Warner (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 11 March (HL2772, HL2773, HL2811), whether the number of residential special schools in England has increased or decreased since (1) 2010, and (2) 2015; and what arrangements the Department for Education has in place to assess whether there is a shortage of such schools.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Of the 55 independent residential special schools, five are identified as requiring improvement by Ofsted. One further school met the standards since the previous answer was provided. These schools are The Forum School, Wilds Lodge School, Pioneer TEC, The Fitzroy Academy and The Grange Therapeutic School. Nine schools offer under 20 residential placements, eight schools offer 20 to 40 residential placements, and 38 schools offer residential placements for over 40. None are approved for a single child only.
When the department registers an independent school, it establishes who the proprietor will be, and runs suitability checks on the proprietor. The proprietor is ultimately responsible for the operation of the school. The proprietor is included on the register of independent schools. The department does not record the ultimate beneficial owner of the school. The registered proprietor of each of the 55 independent residential special schools is shown in the attachment provided titled ‘Table of Independent Residential Special Schools’.
Of the 26 residential maintained special schools, six are identified as requiring improvement by Ofsted. These schools are Holly House Special School, Barndale House School, Greenbank School, Kings Mill School, Lindsworth School and Lexden Springs School. One school offers under 20 residential placements, three schools offer 20 to 40 residential placements, and 23 schools offer residential placements for over 40. None are approved for a single child only.
Of the 33 residential non-maintained special schools (NMSS), three are identified as requiring improvement by Ofsted. This number has increased by one since the previous answer provided as the department has identified an additional NMSS that is listed on the register of schools as a further educational college rather than a school. These schools are St Vincent’s School, New College Worcester, and Breckenbrough School. No schools offer under 20 residential placements, one school offers 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.
Of the 34 residential special academy and free schools, four require improvement according to Ofsted. One school no longer offers residential placements since the previous answer provided. These schools are Brompton Hall School, Langham Oaks, Pencalenick School and Charlton Park Academy. No schools offer under 20 residential placements, two schools offer 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.
Historical data does not allow a comparison to be made on Residential Special Schools compared to 2010 and 2015. Data for recorded school types is available in the department’s data releases, which is included in the attached documents titled ‘Index of Tables’ and ‘Table of School Characteristics’.
Local authorities must ensure there are sufficient school places for all pupils, including those with special educational needs and disabilities. Residential provision may be the right way to meet the needs of some children and young people, but it places them at greater risk by removing them from their families and local support networks. While there will always be a small group of children who require more intensive round-the-clock care alongside their education or healthcare in a residential setting, this should be less necessary as the department better meets children’s needs in mainstream schools and non-residential special schools and provide more early and intensive support for families.
Individual schools are responsible for ensuring they can meet the needs of the children and young people they educate. All residential special schools are required to follow and are inspected against the residential special schools’ national minimum standards (NMS). These standards can be found on the GOV.UK website: https://assets.publishing.service.gov.uk/media/647f53155f7bb700127fa5c9/Residential_special_schools_national_minimum_standards.pdf.
Amongst other things, the NMS set out the importance of suitably qualified and trained staff, along with a requirement for care staff to have at least a relevant Level 3 qualification. Part D, ‘Health and Wellbeing’, provides comprehensive standards to ensure staff are meeting pupils’ needs, including ensuring pupils have access to appropriate support services. Children and young people in residential special schools away from home are entitled to access local health services in the same way as all children and young people are. Some providers also offer and commission their own clinical expertise and support for children in their residential special schools. Additionally, the National Autism Trainer Programme, funded by NHS England and led by Anna Freud provides a co-produced autism Train the Trainers approach that has been offered free of charge for staff working in residential special schools and colleges to better support them to understand the needs and experiences of autistic children and young people.
Children and young people may only be placed in a special school if they have an Education, Health and Care (EHC) plan. If the placement is no longer suitable for the child or young person, the local authority responsible for the EHC plan will need to review it and consider amending it, following the statutory processes set out in the Children and Families Act 2014.
In the meantime, local authorities have a duty to arrange suitable education for any pupil of compulsory school age who, because of illness, exclusion, or other reasons, would not get a suitable education without such provision. This education must be full time, unless a pupil’s medical needs mean that full-time education would not be in their best interests.
It is up to local authorities to determine the most appropriate alternative provision for a child, but they should take into account the views of the pupil, their parents and other professionals.
The department has published statutory guidance on alternative provision, which local authorities must have regard to. The guidance is available on the GOV.UK website: https://www.gov.uk/government/publications/alternative-provision.
Asked by: Lord Warner (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government further to the Written Answer by Baroness Barran on 11 March (HL2772, HL2773, HL2811), how many of the 148 residential schools mentioned in the answer are approved for (1) under 20 residential placements, (2) 20 to 40 such placements, and (3) over 40 such placements; and whether there are any places approved for a single child only.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Of the 55 independent residential special schools, five are identified as requiring improvement by Ofsted. One further school met the standards since the previous answer was provided. These schools are The Forum School, Wilds Lodge School, Pioneer TEC, The Fitzroy Academy and The Grange Therapeutic School. Nine schools offer under 20 residential placements, eight schools offer 20 to 40 residential placements, and 38 schools offer residential placements for over 40. None are approved for a single child only.
When the department registers an independent school, it establishes who the proprietor will be, and runs suitability checks on the proprietor. The proprietor is ultimately responsible for the operation of the school. The proprietor is included on the register of independent schools. The department does not record the ultimate beneficial owner of the school. The registered proprietor of each of the 55 independent residential special schools is shown in the attachment provided titled ‘Table of Independent Residential Special Schools’.
Of the 26 residential maintained special schools, six are identified as requiring improvement by Ofsted. These schools are Holly House Special School, Barndale House School, Greenbank School, Kings Mill School, Lindsworth School and Lexden Springs School. One school offers under 20 residential placements, three schools offer 20 to 40 residential placements, and 23 schools offer residential placements for over 40. None are approved for a single child only.
Of the 33 residential non-maintained special schools (NMSS), three are identified as requiring improvement by Ofsted. This number has increased by one since the previous answer provided as the department has identified an additional NMSS that is listed on the register of schools as a further educational college rather than a school. These schools are St Vincent’s School, New College Worcester, and Breckenbrough School. No schools offer under 20 residential placements, one school offers 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.
Of the 34 residential special academy and free schools, four require improvement according to Ofsted. One school no longer offers residential placements since the previous answer provided. These schools are Brompton Hall School, Langham Oaks, Pencalenick School and Charlton Park Academy. No schools offer under 20 residential placements, two schools offer 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.
Historical data does not allow a comparison to be made on Residential Special Schools compared to 2010 and 2015. Data for recorded school types is available in the department’s data releases, which is included in the attached documents titled ‘Index of Tables’ and ‘Table of School Characteristics’.
Local authorities must ensure there are sufficient school places for all pupils, including those with special educational needs and disabilities. Residential provision may be the right way to meet the needs of some children and young people, but it places them at greater risk by removing them from their families and local support networks. While there will always be a small group of children who require more intensive round-the-clock care alongside their education or healthcare in a residential setting, this should be less necessary as the department better meets children’s needs in mainstream schools and non-residential special schools and provide more early and intensive support for families.
Individual schools are responsible for ensuring they can meet the needs of the children and young people they educate. All residential special schools are required to follow and are inspected against the residential special schools’ national minimum standards (NMS). These standards can be found on the GOV.UK website: https://assets.publishing.service.gov.uk/media/647f53155f7bb700127fa5c9/Residential_special_schools_national_minimum_standards.pdf.
Amongst other things, the NMS set out the importance of suitably qualified and trained staff, along with a requirement for care staff to have at least a relevant Level 3 qualification. Part D, ‘Health and Wellbeing’, provides comprehensive standards to ensure staff are meeting pupils’ needs, including ensuring pupils have access to appropriate support services. Children and young people in residential special schools away from home are entitled to access local health services in the same way as all children and young people are. Some providers also offer and commission their own clinical expertise and support for children in their residential special schools. Additionally, the National Autism Trainer Programme, funded by NHS England and led by Anna Freud provides a co-produced autism Train the Trainers approach that has been offered free of charge for staff working in residential special schools and colleges to better support them to understand the needs and experiences of autistic children and young people.
Children and young people may only be placed in a special school if they have an Education, Health and Care (EHC) plan. If the placement is no longer suitable for the child or young person, the local authority responsible for the EHC plan will need to review it and consider amending it, following the statutory processes set out in the Children and Families Act 2014.
In the meantime, local authorities have a duty to arrange suitable education for any pupil of compulsory school age who, because of illness, exclusion, or other reasons, would not get a suitable education without such provision. This education must be full time, unless a pupil’s medical needs mean that full-time education would not be in their best interests.
It is up to local authorities to determine the most appropriate alternative provision for a child, but they should take into account the views of the pupil, their parents and other professionals.
The department has published statutory guidance on alternative provision, which local authorities must have regard to. The guidance is available on the GOV.UK website: https://www.gov.uk/government/publications/alternative-provision.