Baroness Garden of Frognal

The government is committed to driving up and levelling up education standards so that children and young people in every part of the country acquire the knowledge, skills, and qualifications they need to progress.

Central to this is making sure that we have great teachers in every classroom. We are making England the best place in the world to become a great teacher through giving every teacher, particularly those in the most disadvantaged areas, access to world-class training and professional development opportunities throughout their career. Reforms to teacher training and early career support are key to the government’s plans to improve school standards for all.

The Review will focus on how the Initial Teacher Training (ITT) sector can provide consistently high-quality training, in line with the Core Content Framework (CCF), in a more efficient and effective market. We are reviewing the available evidence on ITT, which includes published research commissioned by the department, as well as wider evidence from the sector. Department analysts, including social researchers, are feeding into the Review to ensure that the evidence is interpreted accurately and will be used to inform any recommendations. As we did with the CCF and Early Career Framework, the Review is considering international evidence alongside evidence from UK ITT markets.

Ofsted inspections for ITT were paused whilst schools and the ITT sector responded to the COVID-19 outbreak. On 26 March, Ofsted confirmed that they would recommence ITT inspection in the summer term 2021, which means a relatively small number of ITT inspections will take place this academic year.

The Chair of the review will deliver his recommendations this summer, after which the department will consider whether to accept these and plans for implementation.

The government is committed to driving up and levelling up education standards so that children and young people in every part of the country acquire the knowledge, skills, and qualifications they need to progress.

Central to this is making sure that we have great teachers in every classroom. We are making England the best place in the world to become a great teacher through giving every teacher, particularly those in the most disadvantaged areas, access to world-class training and professional development opportunities throughout their career. Reforms to teacher training and early career support are key to the government’s plans to improve school standards for all.

The Review will focus on how the Initial Teacher Training (ITT) sector can provide consistently high-quality training, in line with the Core Content Framework (CCF), in a more efficient and effective market. We are reviewing the available evidence on ITT, which includes published research commissioned by the department, as well as wider evidence from the sector. Department analysts, including social researchers, are feeding into the Review to ensure that the evidence is interpreted accurately and will be used to inform any recommendations. As we did with the CCF and Early Career Framework, the Review is considering international evidence alongside evidence from UK ITT markets.

Ofsted inspections for ITT were paused whilst schools and the ITT sector responded to the COVID-19 outbreak. On 26 March, Ofsted confirmed that they would recommence ITT inspection in the summer term 2021, which means a relatively small number of ITT inspections will take place this academic year.

The Chair of the review will deliver his recommendations this summer, after which the department will consider whether to accept these and plans for implementation.

The government is committed to driving up and levelling up education standards so that children and young people in every part of the country acquire the knowledge, skills, and qualifications they need to progress.

Central to this is making sure that we have great teachers in every classroom. We are making England the best place in the world to become a great teacher through giving every teacher, particularly those in the most disadvantaged areas, access to world-class training and professional development opportunities throughout their career. Reforms to teacher training and early career support are key to the government’s plans to improve school standards for all.

The Review will focus on how the Initial Teacher Training (ITT) sector can provide consistently high-quality training, in line with the Core Content Framework (CCF), in a more efficient and effective market. We are reviewing the available evidence on ITT, which includes published research commissioned by the department, as well as wider evidence from the sector. Department analysts, including social researchers, are feeding into the Review to ensure that the evidence is interpreted accurately and will be used to inform any recommendations. As we did with the CCF and Early Career Framework, the Review is considering international evidence alongside evidence from UK ITT markets.

Ofsted inspections for ITT were paused whilst schools and the ITT sector responded to the COVID-19 outbreak. On 26 March, Ofsted confirmed that they would recommence ITT inspection in the summer term 2021, which means a relatively small number of ITT inspections will take place this academic year.

The Chair of the review will deliver his recommendations this summer, after which the department will consider whether to accept these and plans for implementation.

There are a total of 319 state funded schools in the UK that have a cadet unit. The Department does not collect data on the number of teachers that are cadet force adult volunteers or instructors in these schools. Cadets are funded through the Ministry of Defence and the Department supports this with co-chairmanship of the cadet expansion steering group and through its joint cadet expansion team that works closely with colleagues within Ministry of Defence. Several schools have continued cadet activities through virtual activities and remote education. Outdoor cadet activity can resume from March 8 within school grounds. It will be up to individual schools to undertake appropriate risk assessment to resume such activities in a COVID-19 secure manner. The Department recognises the significant benefits that cadet units in schools bring, for young people, schools, and local communities and that they can play an important part in catchup and recovery activity for many young people.

There are a total of 319 state funded schools in the UK that have a cadet unit. The Department does not collect data on the number of teachers that are cadet force adult volunteers or instructors in these schools. Cadets are funded through the Ministry of Defence and the Department supports this with co-chairmanship of the cadet expansion steering group and through its joint cadet expansion team that works closely with colleagues within Ministry of Defence. Several schools have continued cadet activities through virtual activities and remote education. Outdoor cadet activity can resume from March 8 within school grounds. It will be up to individual schools to undertake appropriate risk assessment to resume such activities in a COVID-19 secure manner. The Department recognises the significant benefits that cadet units in schools bring, for young people, schools, and local communities and that they can play an important part in catchup and recovery activity for many young people.

There are a total of 319 state funded schools in the UK that have a cadet unit. The Department does not collect data on the number of teachers that are cadet force adult volunteers or instructors in these schools. Cadets are funded through the Ministry of Defence and the Department supports this with co-chairmanship of the cadet expansion steering group and through its joint cadet expansion team that works closely with colleagues within Ministry of Defence. Several schools have continued cadet activities through virtual activities and remote education. Outdoor cadet activity can resume from March 8 within school grounds. It will be up to individual schools to undertake appropriate risk assessment to resume such activities in a COVID-19 secure manner. The Department recognises the significant benefits that cadet units in schools bring, for young people, schools, and local communities and that they can play an important part in catchup and recovery activity for many young people.

There are a total of 319 state funded schools in the UK that have a cadet unit. The Department does not collect data on the number of teachers that are cadet force adult volunteers or instructors in these schools. Cadets are funded through the Ministry of Defence and the Department supports this with co-chairmanship of the cadet expansion steering group and through its joint cadet expansion team that works closely with colleagues within Ministry of Defence. Several schools have continued cadet activities through virtual activities and remote education. Outdoor cadet activity can resume from March 8 within school grounds. It will be up to individual schools to undertake appropriate risk assessment to resume such activities in a COVID-19 secure manner. The Department recognises the significant benefits that cadet units in schools bring, for young people, schools, and local communities and that they can play an important part in catchup and recovery activity for many young people.

Under the Withdrawal Agreement negotiated with the EU, the UK will continue to participate fully in the current (2014–20) Erasmus+ and European Solidarity Corps programmes. This means that projects successfully bid for during the current programmes will continue to receive funding for the full duration of the project, including those where funding runs beyond 2020 and the end of the transition period.

The UK’s participation in the next Erasmus+ programme (2021–27) is matter for our ongoing negotiations with the EU. The government remains open to considering participation in elements of the next Erasmus+ programme, provided that the terms are in the UK’s interests. It would not be appropriate to pre-empt the outcome of those negotiations.

In parallel to our negotiations with the EU, the government is continuing to develop a domestic alternative to Erasmus+ to ensure that we are prepared for every eventuality. This is subject to decisions on funding at the upcoming Comprehensive Spending Review.

Under the Withdrawal Agreement negotiated with the EU, the UK will continue to participate fully in the current (2014–20) Erasmus+ and European Solidarity Corps programmes. This means that projects successfully bid for during the current programmes will continue to receive funding for the full duration of the project, including those where funding runs beyond 2020 and the end of the transition period.

The UK’s participation in the next Erasmus+ programme (2021–27) is matter for our ongoing negotiations with the EU. The government remains open to considering participation in elements of the next Erasmus+ programme, provided that the terms are in the UK’s interests. It would not be appropriate to pre-empt the outcome of those negotiations.

In parallel to our negotiations with the EU, the government is continuing to develop a domestic alternative to Erasmus+ to ensure that we are prepared for every eventuality. This is subject to decisions on funding at the upcoming Comprehensive Spending Review.

The government recognises that the COVID-19 outbreak poses significant financial challenges to the higher education (HE) sector, including small and specialist providers.

We are committed to supporting small and specialist providers which play an important part in our HE sector to develop and nurture skills and talent that our country needs. We have been working closely with the sector, the Office for Students (OfS), and across government to understand the financial risks that providers are facing, to stabilise the admissions system, and to help providers access the support on offer. The OfS has stated that one of its key priorities during the outbreak is to support the financial sustainability of the sector. Providers with concerns about their financial viability or sustainability have been encouraged to contact the OfS at the earliest opportunity. In light of COVID-19, the OfS has enhanced its financial sustainability reporting to identify sector and short-term viability risks to individual universities, as well as patterns across the sector.

The government has already provided significant support to help providers through the financial challenges that COVID-19 has brought. The HE package we announced on 4 May, with its reprofiling of public funding and measures on admissions, has acted to stabilise the situation in England. Alongside this, eligible HE providers have also been able to apply to take advantage of the range of measures put in place to support businesses across the economy, including government-backed loan schemes and the Coronavirus Job Retention Scheme.

On 27 June, we announced further UK-wide support in the form of the Department for Business, Energy and Industrial Strategy’s research stabilisation package.

On 16 July, my right hon. Friend, the Secretary of State for Education, announced further information about the HE restructuring regime. The government will be able to intervene to support a provider in England, where there is a case to do so as a last resort, when a provider has exhausted other steps to mitigate its risk of market exit because of COVID-19. The over-arching policy objectives that will guide the department’s assessment of cases will be protecting the welfare of current students, preserving the sector’s internationally outstanding science base, and supporting the role that higher education providers play in regional and local economies through the provision of high-quality courses aligned with economic and societal needs.

Financial support in the form of repayable loans will only be offered as a last resort and with strict conditions attached, such as tackling low-quality courses and reducing excessive vice-chancellor pay.

Details on the HE restructuring regime can be found at:
https://www.gov.uk/government/publications/higher-education-restructuring-regime.

The government continues to prioritise world-leading specialist teaching and provides teaching grant funding, via the OfS, to support the costs of this type of provision. The teaching grant funding for academic year 2020-21 has been protected in full in cash terms and totals £43 million.

The government recognises that the COVID-19 outbreak poses significant financial challenges to the higher education (HE) sector, including small and specialist providers.

We are committed to supporting small and specialist providers which play an important part in our HE sector to develop and nurture skills and talent that our country needs. We have been working closely with the sector, the Office for Students (OfS), and across government to understand the financial risks that providers are facing, to stabilise the admissions system, and to help providers access the support on offer. The OfS has stated that one of its key priorities during the outbreak is to support the financial sustainability of the sector. Providers with concerns about their financial viability or sustainability have been encouraged to contact the OfS at the earliest opportunity. In light of COVID-19, the OfS has enhanced its financial sustainability reporting to identify sector and short-term viability risks to individual universities, as well as patterns across the sector.

The government has already provided significant support to help providers through the financial challenges that COVID-19 has brought. The HE package we announced on 4 May, with its reprofiling of public funding and measures on admissions, has acted to stabilise the situation in England. Alongside this, eligible HE providers have also been able to apply to take advantage of the range of measures put in place to support businesses across the economy, including government-backed loan schemes and the Coronavirus Job Retention Scheme.

On 27 June, we announced further UK-wide support in the form of the Department for Business, Energy and Industrial Strategy’s research stabilisation package.

On 16 July, my right hon. Friend, the Secretary of State for Education, announced further information about the HE restructuring regime. The government will be able to intervene to support a provider in England, where there is a case to do so as a last resort, when a provider has exhausted other steps to mitigate its risk of market exit because of COVID-19. The over-arching policy objectives that will guide the department’s assessment of cases will be protecting the welfare of current students, preserving the sector’s internationally outstanding science base, and supporting the role that higher education providers play in regional and local economies through the provision of high-quality courses aligned with economic and societal needs.

Financial support in the form of repayable loans will only be offered as a last resort and with strict conditions attached, such as tackling low-quality courses and reducing excessive vice-chancellor pay.

Details on the HE restructuring regime can be found at:
https://www.gov.uk/government/publications/higher-education-restructuring-regime.

The government continues to prioritise world-leading specialist teaching and provides teaching grant funding, via the OfS, to support the costs of this type of provision. The teaching grant funding for academic year 2020-21 has been protected in full in cash terms and totals £43 million.

We have developed plans to open schools to more children and young people in line with our responsibilities under the Equality Act 2010, including the Public Sector Equality Duty. This means we have had due regard to the need to eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Act; advance equality of opportunity between persons who share a relevant protected characteristic, including race, and persons who do not share it; and foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

We are aware that there is emerging evidence that BAME individuals can be more severely affected than their peers by the virus, though this is not yet fully understood. On 4 May, Public Health England launched a review into the factors affecting health outcomes from COVID-19, to include ethnicity, gender and obesity. This will be published by the end of May and will help to inform our approach. In the meantime, schools should be especially sensitive to the needs and worries of BAME members of staff, BAME parents and BAME pupils, and consider if any additional measures or reasonable adjustments may need to be put in place to mitigate concerns.

On 12 May, the department published comprehensive guidance to schools which included advice on protective measures and appropriate use of personal protective equipment (PPE). The guidance can be found here:
https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings.

On 18 May 2020, the Government announced that with immediate effect, all UK citizens over the age of 5 who experience symptoms are eligible to be tested.

To support schools in the return of a wider group of children and young people from 1 June, they will have access to testing if they display symptoms, as will any symptomatic members of their household.

The government has launched a new national test and trace programme. This will include more traditional methods of contact tracing if a child, young person or parent tests positive. This could include, for example, direct discussion with parents and schools or colleges on recent contacts.

The majority of staff in education, childcare and children’s social care settings will not require PPE beyond what they would normally need for their work, even if they are not always able to maintain distance of 2 metres from others.

On 12 May, the department published comprehensive guidance to schools which included advice on protective measures and appropriate use of personal protective equipment (PPE). The guidance can be found here:
https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings.

On 18 May 2020, the Government announced that with immediate effect, all UK citizens over the age of 5 who experience symptoms are eligible to be tested.

To support schools in the return of a wider group of children and young people from 1 June, they will have access to testing if they display symptoms, as will any symptomatic members of their household.

The government has launched a new national test and trace programme. This will include more traditional methods of contact tracing if a child, young person or parent tests positive. This could include, for example, direct discussion with parents and schools or colleges on recent contacts.

The majority of staff in education, childcare and children’s social care settings will not require PPE beyond what they would normally need for their work, even if they are not always able to maintain distance of 2 metres from others.

On 12 May, the department published comprehensive guidance to schools which included advice on protective measures and appropriate use of personal protective equipment (PPE). The guidance can be found here:
https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings.

On 18 May 2020, the Government announced that with immediate effect, all UK citizens over the age of 5 who experience symptoms are eligible to be tested.

To support schools in the return of a wider group of children and young people from 1 June, they will have access to testing if they display symptoms, as will any symptomatic members of their household.

The government has launched a new national test and trace programme. This will include more traditional methods of contact tracing if a child, young person or parent tests positive. This could include, for example, direct discussion with parents and schools or colleges on recent contacts.

The majority of staff in education, childcare and children’s social care settings will not require PPE beyond what they would normally need for their work, even if they are not always able to maintain distance of 2 metres from others.

This is a matter for the Institute for Apprenticeships and Technical Education. I have asked its Chief Executive, Jennifer Coupland, to write to the noble Lady and a copy of her reply will be placed in the Libraries of both Houses when it is available.

This is a difficult time for apprentices, employers and providers of apprenticeship training, assessment and external assurance. We are committed to supporting apprentices and employers so that we can continue to build the skills capabilities that the country needs. While we recognise that many employers will not feel that they are in a position to recruit apprentices during a period of considerable uncertainty, a comprehensive package of support remains available to those that do.

Employers can still use the apprenticeship service to find a suitable provider, advertise vacancies and manage the recruitment of apprentices. In January 2020, we began rolling out all aspects of the service to smaller employers that do not pay the levy, giving them more control over accessing funding for their apprenticeship choices. This roll-out is continuing, with smaller employers able to reserve funding for new apprenticeship starts through the apprenticeship service.

We provide financial incentives to businesses interested in recruiting apprentices, including paying 95% of training costs for employers that do not pay the levy. The government meets the full cost of training for the smallest employers (those with under 50 employees) for 16 to 18 year old apprentices and some 19 to 24 year old apprentices. We also provide additional payments of £1,000 to both the employer and provider for hiring and training 16 to 18 year olds and for 19 to 24 year olds who have an Education, Health and Care Plan.

Guidance on the measures that we are taking to help employers retain their apprentices and plan with more certainty can be found here: https://www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response.

This will continue to be updated as the situation develops. We are also planning a number of campaigns to stimulate employer interest in the recruitment of apprentices during the period of economic recovery from COVID-19.

We have introduced a wide range of reforms to improve the quality of apprenticeships and to encourage employers, of all sizes and in all sectors, across England to create more high-quality apprenticeship opportunities.

New high-quality apprenticeship standards, designed and driven by industry, are providing employers with the skills they need. Over 530 standards have been approved for delivery to apprentices. From August 2020 all starts will be on these employer-designed standards.

Employers in the woodwork and joinery sector have developed two standards available for delivery – one at level 2 and one at level 3. The sector can also benefit from the 76 new apprenticeship standards in construction-related roles that have been approved for delivery by the Institute for Apprenticeships and Technical Education. This exceeds the target of 50 set in the 2018 Construction Sector Deal. A further 22 are in development.

We continue to encourage the take up of our apprenticeship programme across all sectors, including in construction. The third phase of the Fire it Up campaign launched in January, targeting audience groups that contribute to widening participation in apprenticeships.

To ensure that young people hear about all the education and employment options available to them, in January 2018 we introduced a legal requirement for schools to give training providers the chance to talk to pupils about technical qualifications and apprenticeships. We offer a free service to schools through the Apprenticeship Support and Knowledge (ASK) project to ensure that teachers have the knowledge and support to enable them to promote apprenticeships to their students. In the last academic year, ASK reached over 300,000 students.

Representatives from the National Apprenticeship Service also attended 30 UCAS exhibitions in 2019, engaging with around 10,000 young people, their parents and careers advisers. This work will continue during 2020 alongside our wider communications and marketing activity to raise the profile of apprenticeships.

This is a matter for the Institute for Apprenticeships and Technical Education. I have asked its Chief Executive, Jennifer Coupland, to write to the noble Lady and a copy of her reply will be placed in the Libraries of both Houses.

New high-quality apprenticeships standards, designed and driven by industry, are providing employers with the skills they need. The Institute for Apprenticeships and Technical Education is responsible for working with employer trailblazer groups to design and approve these standards. The standards describe full occupational competence, as agreed by employers, and must include a rigorous and independent end-point assessment.

Over 530 standards have been approved for delivery to apprentices. From August 2020 all starts will be on these employer-designed standards. Employers in the woodwork and joinery sector have developed two standards available for delivery – Carpentry/Joinery and Advanced Carpentry/Joinery. The sector can also benefit from the 76 standards in construction-related roles.

We support employers via the National Apprenticeship Service, offering free impartial, expert advice to employers in every sector. To support SMEs in sectors such as joinery and woodwork to use these standards to address their skills needs, we have begun to move smaller employers onto our apprenticeship service, giving them a greater choice of training providers. Smaller employers, such as those in supply chains, can also benefit from transferred funds from levy payers. This year, 2019-20 funding available for investment in apprenticeships in England is over £2.5 billion; double what was spent in 2010.

The apprenticeship levy is collected by Her Majesty’s Revenue and Customs from all UK employers with a pay bill above £3 million.

Employers in England access their levy funding through their apprenticeship service accounts. The Education and Skills Funding Agency does not require levy-paying employers to document their industry sector when registering an apprenticeship service account. For this reason, we are unable to provide data which shows the amount of levy funds entering the accounts of employers in the woodworking and joinery sector, or the proportion of that total which has been spent on apprenticeships.

In 2019-20, funding available for investment in apprenticeships in England has risen to over £2.5 billion, double what was spent in 2010-11, allowing employers of all sizes, including those in the woodworking and joinery sector, to access funding for apprenticeships.

The department’s annual apprenticeships budget, which is distinct to the funds available to levy-paying employers through their apprenticeship service accounts, funds apprenticeships in England for both levy payers and Small and Medium Enterprises. This means that levy payers’ unspent funds are not lost but are used to support apprenticeships in smaller employers.

We are also supporting smaller employers who do not pay the levy by moving them onto our digital apprenticeship service, giving them a greater choice of training providers and more control over their apprenticeships. In addition, smaller employers can benefit from transferred funds from levy payers, supporting new starts in supply chains and addressing sector skills shortages and local skills needs.

Over the course of this parliament, the government will provide an extra £3 billion for a new National Skills Fund. The Fund is part of a dramatic rebooting of our skills system and will help workers to have the skills they need to flourish and fulfil their potential.

To decide how best to develop the National Skills Fund, the government are planning to consult widely on the Fund, to ensure the Fund provides the best return on investment.

The insights gained will help to build an understanding how to target the National Skills Fund to ensure it best supports people to learn new skills and prepare for future changes to the economy.

Over the course of this parliament, the government will provide an extra £3 billion for a new National Skills Fund. The Fund is part of a dramatic rebooting of our skills system and will help workers to have the skills they need to flourish and fulfil their potential.

To decide how best to develop the National Skills Fund, the government are planning to consult widely on the Fund, to ensure the Fund provides the best return on investment.

The insights gained will help to build an understanding how to target the National Skills Fund to ensure it best supports people to learn new skills and prepare for future changes to the economy.

The government approves a number of qualifications for funding, across a range of subjects and levels, which providers, including further education (FE) colleges, can offer to their students. Qualifications are approved for funding in line with the government’s funding conditions and in response to student, employer and local skills needs. We expect those qualifications approved for government funding to be delivered in line with guidance set out by the awarding organisation offering the qualification, and all government funded provision is subject to inspection by Ofsted.

The government is conducting a review of post-16 qualifications at level 3 and below to ensure that there is a simpler, clearer qualifications offer in which all qualifications are high quality, have a clear purpose and support students to progress to positive outcomes. The government will be publishing the next stage of the consultation on this review later in the year.

We continue to engage with stakeholders, including FE providers and their representatives, on matters relating to technical education.

The shape and content of EU Programmes post-2020, including Erasmus+, are currently being negotiated in the EU institutions and have not yet been finalised. The UK government is preparing for every eventuality, and is considering a wide range of options with regards to the future of international exchange and collaboration in education and training, including potential domestic alternatives.

The UK is ready to consider participation in certain EU programmes, once the EU has agreed the baseline in its 2021-2027 Multiannual Financial Framework and has taken into account the overall value to the UK of doing so.

My right hon. Friend, the Secretary of State for Education and his ministers regularly discuss matters relating to education and EU exit with the devolved administrations, including on Erasmus+. Officials also hold regular meetings on the topic of Erasmus+ with officials from the Devolved Administrations to ensure close cooperation on this matter. Ministers and officials engage with stakeholders from across the education sector, including further education, to understand their views.

The shape and content of EU Programmes post-2020, including Erasmus+, are currently being negotiated in the EU institutions and have not yet been finalised. The UK government is preparing for every eventuality, and is considering a wide range of options with regards to the future of international exchange and collaboration in education and training, including potential domestic alternatives.

The UK is ready to consider participation in certain EU programmes, once the EU has agreed the baseline in its 2021-2027 Multiannual Financial Framework and has taken into account the overall value to the UK of doing so.

My right hon. Friend, the Secretary of State for Education and his ministers regularly discuss matters relating to education and EU exit with the devolved administrations, including on Erasmus+. Officials also hold regular meetings on the topic of Erasmus+ with officials from the Devolved Administrations to ensure close cooperation on this matter. Ministers and officials engage with stakeholders from across the education sector, including further education, to understand their views.