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 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 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: 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 ensure careers advisors have knowledge of level 4 and 5 qualifications.
Answered by Luke Hall - Minister of State (Education)
The National Careers Service (NCS) provides free, up to date, impartial information, advice and guidance on careers, skills and the Labour Market in England. It helps customers make informed choices about their career and learning options, whatever their age, ethnic group and background.
Over 760 careers advisers support customers to be:
The department has commissioned the Career Development Institute (CDI) to develop a bespoke Continuing Professional Development programme for careers advisers. In addition, the department regularly disseminates key information and updates via bulletins and newsletters to careers advisers in the community to ensure they have up to date information, including changes to the NCS website.
The Careers and Enterprise Company has developed case studies which showcase the affordable and successful delivery of the personal guidance. Through investing in Careers Leaders, the department is supporting schools to become better commissioners of careers professionals. The CDI is doing excellent work to put in place programmes to train and upskill careers professionals, including a new focus on digital skills.
The Gatsby Charitable Foundation has agreed funding for a new three-year programme to be delivered by the CDI to raise the profile of technical education among careers advisers working in schools and colleges across England. Careers advisers play a key role in helping young people define their career goals, understand their own strengths and development needs and decide on the right pathway to gain the skills needed to reach their goals. This new programme will raise careers advisers’ awareness and understanding of technical education pathways so they can confidently discuss them as options for the young people they work with.
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: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the shortage of ADHD medication on students during the upcoming exam season; and whether her Department has had discussions with (a) examination boards and (b) schools on mitigation measures.
Answered by Damian Hinds - Minister of State (Education)
The department is aware of the current difficulties some students are facing in obtaining medication for attention deficit hyperactivity disorder (ADHD). The department has not held discussions with examination boards specific to this.
There are established arrangements in place that schools and colleges will be familiar with, which should be used to arrange any reasonable adjustments or access arrangements for students with disabilities.
The Equality Act 2010 requires examination boards to make reasonable adjustments where a disabled person would be at a substantial disadvantage in undertaking an assessment. Reasonable adjustments are changes made to exams or assessments, or to the way they are conducted, to mitigate the risk that a disabled person would be at a substantial disadvantage in undertaking an assessment. They are needed because some disabilities can make it harder for students to show what they know, understand and can do in an assessment, than it would be had the student not been disabled. The exam or assessment must still test the same knowledge, skills and understanding for that qualification.
If a student’s need has changed or they need a reasonable adjustment that has not been applied for, the school or college should contact the relevant awarding organisation as soon as possible.
Asked by: Matt Western (Labour - Warwick and Leamington)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of trends in the level of funding for subject knowledge enhancement programmes for (a) primary maths, (b) design and technology, (c) English, (d) biology and (e) religious education on the future recruitment of student teachers in those subjects.
Answered by Damian Hinds - Minister of State (Education)
The department reviews all policies, including subject knowledge enhancement (SKE) courses, on a regular basis to adapt its approach to attracting new teachers where needed and to ensure that interventions are focused where they will have the most positive impact for children and young people.
When reviewing the SKE package for the remainder of the 2023/24 academic year, factors including teacher supply needs, the volume of SKE participants associated with each subject and the relative recruitment to Initial Teacher Training (ITT) were all taken into account to ensure that the department is targeting funding where it is needed most.
The department remains committed to recruiting the teachers it needs. The ITT financial incentives package for the 2024/25 recruitment cycle is worth up to £196 million, which is a £15 million increase on the last cycle. Tax free ITT bursaries continue to be available in design and technology, English, biology and religious education for ITT 2024. The department will continue to review the SKE programme on a regular basis to ensure that its funding is targeted as effectively as possible.
Asked by: Ranil Jayawardena (Conservative - North East Hampshire)
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 Government subsidies for childcare on the cost of childcare for people who are not eligible for subsidies.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
For families with younger children, childcare costs are often a significant part of their household expenditure, which is why improving the cost, choice and availability of childcare for working parents is important to the government.
From April 2024, working parents of 2 year olds will be able to access 15 hours of free childcare per week for 38 weeks of the year. This transformative roll out will benefit the parents of up to 246,000 children who have been issued 2 year old funding codes, of which 195,000 have been validated to date.
From September 2024, this will be extended to working parents of children from nine months to 2 year olds. From September 2025, all working parents of children aged nine months up to 3 years will be able to access 30 hours of free childcare per week. The expansion of this entitlement will save eligible parents up to £6,900 per year per child helping even more working parents with the cost of childcare and making a real difference to the lives of those families.
The income eligibility criteria are applied on a per parent basis. To be eligible, parents will need to earn the equivalent of 16 hours a week at National Minimum or Living Wage, which is £183 per week or £9,518 per year in 2024-2025, and less than £100,000 adjusted net income.
For families with two parents, both must be working to meet the criteria, unless one is receiving certain benefits. In a single-parent household, the single parent must meet the threshold. The £100,000 level was chosen to correspond with income tax thresholds and to be easily understandable for parents. Only a very small proportion of parents, 3.1% in 2023, earn over the £100,000 adjusted net income maximum threshold.
The eligibility criteria apply to the existing entitlements and were debated in, and agreed by, Parliament. The maximum income limit applies to both Tax-Free Childcare and 30 hours free childcare, which allows parents to apply for both schemes through the same online application (Childcare Service).
However, the universal 15 hours of free childcare offer remains in place for all parents of 3 and 4 year olds, regardless of parental circumstances, including those who earn over £100,000.
Working families can also access support with the childcare costs through Tax Free Childcare worth up to £2,000 per year for children aged up to 11, or £4,000 per year for children aged up to 17 with disabilities. For every £8 paid into a Tax-Free Childcare account, the government tops it up with another £2.
There is a comprehensive evaluation programme underpinning the expansion of childcare entitlements. This includes a process evaluation which will explore how families not eligible for the new entitlements experience finding and accessing childcare, including the associated costs. Further, the impact evaluation will assess how the expansion has impacted upon the quality of childcare provision and children’s development, for all children, and wider family outcomes. As per Government Social Research guidelines, evaluation findings will be available within 12 weeks of the projects being finalised. The department expects the first to be available from spring 2026.
Asked by: Gen Kitchen (Labour - Wellingborough)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she takes to ensure that local authorities (a) adequately capture the needs of SEND children and (b) provide a local offer that adequately meets levels of demand for those needs.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The Children and Families Act 2014 requires all local authorities to publish a local offer of services for children and young people with special educational needs and disabilities (SEND) in their area. This helps families to be aware of services available in their area and provides a way for them to contribute to shaping provision to meet local needs.
As set out in the SEND Code of Practice, local authorities must consult children and young people with SEND and their parents and carers, in reviewing educational and training provision, social care provision and in preparing and reviewing the Local Offer.
In the SEND and alternative provision (AP) Improvement Plan, published in March 2023, the department has set out plans to build a consistent national SEND and AP system in which parents and carers can trust and have confidence, and which can be navigated easily.
Through the Change Programme, the department is testing Local Area Inclusion Plans (LAIPs). These are 3 year plans that explain how the needs of children and young people with SEND aged 0 to 25 in an area will be met. LAIPs will be monitored and reviewed by the department and be underpinned by strengthened accountabilities and improved use of data for all those responsible for local delivery of places.
Ofsted and Care Quality Commission also commenced a strengthened local inspection framework in January 2023. Where local authorities are failing, the department works with them using a range of improvement programmes and SEND specialist advisers to address weaknesses. Inspections under the new framework place greater emphasis on the outcomes that are being achieved for children and young people with SEND.