Asked by: Tobias Ellwood (Conservative - Bournemouth East)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the Spring Budget 2024, whether her Department has made an assessment of the potential merits of locating one of the 15 new special free schools in Bournemouth.
Answered by Damian Hinds - Minister of State (Education)
The department received a total of 85 applications from local authorities to open a special free school in the most recent, very competitive application round, including two applications from Bournemouth, Christchurch, and Poole Council.
The department plans to select 15 successful applications from the pool of applications. This will remain a competitive process. The approach means the department can move quickly to appoint trusts to run these schools.
The department plans to announce those local authorities which have been successful for the additional special free schools by May 2024.
Asked by: Bridget Phillipson (Labour - Houghton and Sunderland South)
Question to the Department for Education:
To ask the Secretary of State for Education, in reference to the Office for Students consultation on proposed regulatory advice and other matters relating to freedom of speech, announced on 26 March 2024, what discussions (a) she and (b) the Office for Students have had on this with (i) the Secretary of State for Business and Trade, (ii) other Ministers in the Department for Business and Trade, (iii) Officials in that Department, (iv) the Secretary of State for Foreign, Commonwealth, and Development Affairs, (v) other Ministers in the Foreign, Commonwealth and Development Office and (vi) officials in that Department.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Officials regularly speak on matters of mutual importance across government, particularly on cross-cutting policy and new legislation. The department’s officials continue to engage with both the Office for Students (OfS) and other governmental departments (OGDs) surrounding the Higher Education (Freedom of Speech) Act 2023 (the Act).
Officials will continue to engage with the OfS and OGDs ahead of the Act coming into force, currently planned for 1 August 2024 for the main provisions, including the complaints scheme. The content of the consultation published on 26 March 2026 is a matter for the OfS.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure all children and young people attending alternative provision settings are provided with access to high-quality physical education.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Although alternative provision (AP) settings are not required to follow the national curriculum, there is an expectation that they should aim to deliver a high-quality, broad and balanced curriculum, including physical education that responds to the needs and ambitions of all children to give them the foundations and resilience to succeed in education and in their future life.
Data on the amount and type of outdoor space for all schools, including state-funded AP schools can be found here: https://depositedpapers.parliament.uk/depositedpaper/2285521/files.
The department does not hold information on dedicated space for indoor physical education in AP settings.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what requirements are placed on alternative provision settings to deliver physical education.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Although alternative provision (AP) settings are not required to follow the national curriculum, there is an expectation that they should aim to deliver a high-quality, broad and balanced curriculum, including physical education that responds to the needs and ambitions of all children to give them the foundations and resilience to succeed in education and in their future life.
Data on the amount and type of outdoor space for all schools, including state-funded AP schools can be found here: https://depositedpapers.parliament.uk/depositedpaper/2285521/files.
The department does not hold information on dedicated space for indoor physical education in AP settings.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, how many and what proportion of alternative provision settings have dedicated space for (a) indoor and (b) outdoor physical education.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Although alternative provision (AP) settings are not required to follow the national curriculum, there is an expectation that they should aim to deliver a high-quality, broad and balanced curriculum, including physical education that responds to the needs and ambitions of all children to give them the foundations and resilience to succeed in education and in their future life.
Data on the amount and type of outdoor space for all schools, including state-funded AP schools can be found here: https://depositedpapers.parliament.uk/depositedpaper/2285521/files.
The department does not hold information on dedicated space for indoor physical education in AP settings.
Asked by: Lord Young of Cookham (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, following statistics published on 21 March showing that the percentage of young carers who missed at least ten per cent of school is almost twice as high as that for pupils without caring responsibilities, what steps they are taking to improve the (1) identification of, and (2) support for, young carers in schools.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Young carers make an enormous contribution by caring for their loved ones. The department wants to ensure young carers are supported in their education and can take advantage of opportunities beyond their caring responsibilities.
The department introduced The Young Carers (Needs Assessments) Regulations in 2015. This is an assessment of needs, conducted by the local authority which must consider whether it is appropriate or excessive for the child or young person to provide care for the person in question, in light of the young carer’s needs and wishes. It also helps to determine whether the care which the young carer provides, or intends to provide, impacts on the young carer’s well-being, education and development.
The department added young carers to the annual school census in 2023 for the first time and identified 38,983 young carers, raising their visibility in the school system and allowing schools to better identify and support their young carers. This is providing the department with strong evidence on both the numbers of young carers and their educational outcomes. This also provides an annual data collection to establish long-term trends.
As this is a new data collection, the department expects the quality of the data returns to improve over time as the collection becomes established. All schools (except nursery schools) must send this information as part of the spring school census. However, the recording and handling of the information is at the school’s discretion. 79% of schools recorded no young carers in 2023.
The department recognises that absence is often a symptom of other problems. The department has a comprehensive support-first strategy to improve attendance, which includes:
The department is also building a system of family help by reforming children’s social care. The £45 million Families First for Children Pathfinder programme is testing how multi-disciplinary family help teams can improve the support that children, families and young carers receive.
Asked by: Lord Alton of Liverpool (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the Hong Kong Watch report, Tuition Fees for BNO Visa Holders: The Case for Home Fee Status, and the impact of the cost of international fees on the ability of young British National (Overseas) (BNO) visa holders to attend university; and whether they will follow the Scottish Government in introducing home fees status for BNO visa holders after three years of residency in the UK.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
To qualify for home fee status in England, a person must have settled status or ’a recognised connection’ to the UK. A recognised connection includes persons who are covered by the EU Withdrawal Agreement, have long residence in this country or who have been granted international protection by the Home Office. There are also requirements associated with ordinary residence in the UK.
Subject to meeting the normal eligibility requirements, Hong Kong BN(O) status holders will be able to qualify for home fee status and student finance once they have acquired settled status in the UK (usually after 5 years). Education is fully devolved, and administrations are able to make their own arrangements for accessing home fee status.
Asked by: Marquess of Lothian (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of whether the Department for Education’s teacher training recruitment targets for (1) secondary school teachers, and (2) primary school teachers, will be met this year.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The number of teachers remains high, with more than 468,000 working in state-funded schools across the country, 27,000 more than in 2010.
Performance against target is reported in the Initial Teacher Training Census official statistics, in which the department publishes information on the numbers and characteristics of new entrants to ITT.
The recruitment cycle is still ongoing. Final data and headlines will be published in the Census in December 2024.
Asked by: Lord Holmes of Richmond (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what is the educational attainment gap for blind and visually impaired students at (1) Key Stage 2, (2) GCSE, and (3) A Level; by what date, if any, they aim to eradicate that gap; and what additional research have they undertaken, or do they intend to undertake, to support work in this area.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Data is collected on pupils receiving either special educational needs support or have an Education, Health and Care (EHC) plan and their primary category of need. The links below provide the attainment of pupils assessed as having a primary need of ‘visual impairment’ and how this compares to other pupils:
The department wants all children and young people to be able to reach their full potential and to receive the right support to succeed in their education and as they move into adult life. The department is creating a new single national special educational needs and disabilities (SEND) and alternative provision system for how needs are identified and met across EHC. This new single national system will set standards on what support should be made available in mainstream settings, including for children with visual impairments.
The department is committed to ensuring a steady supply of teachers of children with sensory impairments in both specialist and mainstream settings. To teach a class of pupils with sensory impairments, a teacher is required to hold the relevant mandatory qualification (MQSI). There are currently six providers of the MQSI, with a seventh available from September 2024. In addition, the Institute for Apprenticeships and Technical Education is developing a new occupational standard for teachers of sensory impairment, which is expected to launch in 2025.
The national curriculum tests are designed and modified to ensure they are accessible to visually impaired pupils. Access arrangements can be agreed with exam boards before an assessment for candidates with specific needs, including SEND, to help them access assessments to show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the needs of an individual candidate without affecting the integrity of the assessment.
Children and young people with SEND have more access to assistive technology (AT) following investment in remote education and accessibility features which can reduce or remove barriers to learning. Following the promising results of a pilot training programme in 2022 to increase mainstream school staff confidence using assistive technology, the government extended training to capture more detailed data on the impact on teachers and learners. The independent evaluation will be published in May 2024. The department is also now researching the AT skills required by staff at special schools, including those working with blind and visually impaired students.
Asked by: Lord Cruddas (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 19 February (HL2185), what steps they are taking to ensure financial literacy education is actually reaching the most disadvantaged students.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
It is crucial that all pupils are equipped with the knowledge and tools to manage their finances well in later life. That is why financial education is embedded in the national curriculum for mathematics at key stages 1 to 4, and in citizenship at key stages 3 and 4.
The national curriculum is compulsory for maintained schools, but all schools are measured by Ofsted on having a broad and balanced curriculum which is comparable to the national curriculum. As with other aspects of the curriculum, schools can choose how to teach financial education and they can tailor what they teach to make sure all pupils are taught what they need to know.
The Levelling Up White Paper identified 55 Education Investment Areas where the department will implement a package of measures to drive school improvement and accelerate progress towards the department’s 2030 ambition that 90% of pupils meet the expected standards in reading, writing and mathematics at the end of primary school and that the average mathematics and English GCSE grade increases to a 5.
There is a range of financial education support for schools. For example, Oak National Academy, an Arm’s Length Body, has published its initial mathematics resources, with the full curriculum available by this autumn. As part of this, Oak is exploring including additional lessons in real life mathematics. Secondary citizenship resources will become available from autumn 2024 and will be complete by autumn 2025. The Money and Pensions Service has published guidance for schools and there is specialist support for fraud and tax education from the Home Office and HMRC respectively.
The department also works closely with the Money and Pensions Service which exists to help people make the most of their money and pensions, particularly those most in need and those most vulnerable to financial insecurity. The Money and Pensions Service has invested £1.1 million in financial education programmes to support children and young people in vulnerable circumstances and has published guidance to help children and young people's services to embed financial wellbeing into the services they offer.