Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the potential impact on teacher retention of reducing teacher timetables in schools serving disadvantaged communities.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
School and trust leaders decide how best to allocate their teacher timetables.
Teacher retention is key to ensuring effective teacher supply and quality, and the department is taking action to support teachers to stay in the profession. The department has published a range of resources to help address teacher workload and wellbeing, and support schools to introduce flexible working practices.
The department is offering a Levelling Up Premium worth up to £3,000 tax-free for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools, including in Education Investment Areas. This will support the retention of specialist teachers in these subjects and in the schools and areas that need them most.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the impact of proposed cuts to university mathematics departments, including Birkbeck University, on their ambition for the UK to become a science and technology superpower.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Higher education (HE) providers are independent, autonomous institutions responsible for their own decisions on staffing issues, including how they structure themselves to deliver research and teaching priorities. Where it is necessary to reshape their activities, it is important that universities carefully consider the impact of job losses on staff and students, and the overall sustainability of teaching and research in this country.
The department will continue to work closely with the Office for Students (OfS) and various 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 HE sector.
We want to provide a ladder of opportunity for everyone to get the education and skills they need for job security and prosperity and to support levelling up across the country. Access to HE should be based on a student’s attainment and their ability to succeed, rather than background.
The government has issued guidance to the OfS, asking it to refocus the entire access and participation regime to create a system that supports young people from disadvantaged backgrounds by ensuring students are able to make the right choices and to access and succeed on high quality courses that are valued by employers and lead to good graduate employment.
John Blake, as the Director for Fair Access and Participation, is driving forward this important change. Using his experience and expertise from the schools’ sector, he is supporting and challenging providers to identify what will ultimately help students progress on their course and obtain good outcomes from their degree, such as programmes of intervention in schools, summer schools, and targeted bursaries to assist with living costs.
The government is committed to cementing the UK’s status as a science and technology superpower, levelling up across the country.
To achieve this, the UK needs talented people with the right knowledge, skills, and experience. We are investing in programmes that do this at all levels of education, including through:
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the impact of proposed budget cuts to Birkbeck University’s Mathematics and Statistics Department on opportunities for (1) mature, and (2) Black, Asian and Minority Ethnic (BAME), students.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Higher education (HE) providers are independent, autonomous institutions responsible for their own decisions on staffing issues, including how they structure themselves to deliver research and teaching priorities. Where it is necessary to reshape their activities, it is important that universities carefully consider the impact of job losses on staff and students, and the overall sustainability of teaching and research in this country.
The department will continue to work closely with the Office for Students (OfS) and various 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 HE sector.
We want to provide a ladder of opportunity for everyone to get the education and skills they need for job security and prosperity and to support levelling up across the country. Access to HE should be based on a student’s attainment and their ability to succeed, rather than background.
The government has issued guidance to the OfS, asking it to refocus the entire access and participation regime to create a system that supports young people from disadvantaged backgrounds by ensuring students are able to make the right choices and to access and succeed on high quality courses that are valued by employers and lead to good graduate employment.
John Blake, as the Director for Fair Access and Participation, is driving forward this important change. Using his experience and expertise from the schools’ sector, he is supporting and challenging providers to identify what will ultimately help students progress on their course and obtain good outcomes from their degree, such as programmes of intervention in schools, summer schools, and targeted bursaries to assist with living costs.
The government is committed to cementing the UK’s status as a science and technology superpower, levelling up across the country.
To achieve this, the UK needs talented people with the right knowledge, skills, and experience. We are investing in programmes that do this at all levels of education, including through:
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to reach a negotiated settlement with trade unions representing the teaching profession in the ongoing industrial dispute over teacher pay and conditions.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department thoroughly appreciates the work the teaching profession does to build a world class education system and offer an excellent education to all. The department acknowledges the dedication and passion of those within the sector.
By 2024/25 school funding will reach £58.8 billion. This investment will be funding schools, in real terms per pupil, at the highest ever level in history. In 2023/24 mainstream school funding will increase, on average, by 5.6% per pupil. The department implemented the School Teacher Review Body’s recommendation of a significant 8.9% pay uplift to teacher starting salaries outside London, keeping us on track to deliver the manifesto commitment of £30,000 starting salaries. We also implemented a 5% uplift for experienced teachers. This is the highest pay award for experienced teachers in 30 years and underlines the importance this government attaches to schools. On top of this, around 40% of teachers will get pay increases through progression or promotion of up to 15.9%.
Department officials and Ministers meet regularly with teaching unions and other representative bodies to discuss a wide range of school and college policy issues, including actions to improve the daily working lives of teachers. Since confirmation of a formal trade dispute, Ministers have met with unions on multiple occasions. The department will continue to engage going forwards.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what consideration they have given to simplifying the application forms for the Turing Scheme.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The success rate of schools applying to participate in the Turing Scheme over the two years the scheme has operated are:
All applications were independently assessed by sector experts, who ensured all successful projects met the quality standards required. 70 applications failed on the levelling up criterion. Others had less well-developed projects. This could be due to some of those applicants having less experience in designing projects of this type and securing applying for funding for them. 67% of applicants for the 2022/23 academic year were new applicants, and 71% of applicants that failed were new applicants.
The Turing Scheme has a strong focus on supporting levelling up by providing opportunities for pupils from disadvantaged backgrounds. In the 2021/22 academic year, 48% of 41,000 approved placements for all sectors, which includes schools, further education/vocational education and training (FE/VET), and higher education (HE) were for participants from disadvantaged backgrounds. 52% of 38,000 approved placements for all sectors in the 2022/23 academic year are for participants from disadvantaged backgrounds. The Turing Scheme uses a range of measures based on sector standards across the UK to define what we mean by participants from disadvantaged backgrounds. These are listed in full on the Turing Scheme website and can be found here: https://www.turing-scheme.org.uk/about/widening-access/.
The tables below show the percentage of placements allocated for participants from disadvantaged backgrounds, by sector, for the 2021/22 and 2022/23 academic years.
Table 1: Placements by sector for the 2021/22 academic year
Sector | HE | FE/VET | Schools | Totals |
Total no. of participants | 28,997 | 6,888 | 5,139 | 41,024 |
No. of participants from disadvantaged backgrounds | 13,817 | 3,843 | 2,053 | 19,713 |
% of participants from disadvantaged backgrounds | 47.6% | 55.8% | 39.9% | 48.1% |
Table 2: Placements by sector for the 2022/23 academic year
Sector | HE | FE/VET | Schools | Totals |
Total no. of participants | 23,986 | 9,605 | 4,721 | 38,312 |
No. of participants from disadvantaged backgrounds | 12,356 | 5,554 | 2,022 | 19,932 |
% of participants from disadvantaged backgrounds | 52% | 58% | 43% | 52% |
A full breakdown is provided on the Turing Scheme website.
The application form for the Turing Scheme is framed around the main objectives of the scheme, requiring applicants to set out how their planned projects will support priorities, including Global Britain and levelling up. This year’s application form entailed fewer questions than last year’s, in response to feedback from applicants.
The department will keep engaging with stakeholders so that we can continue to develop the scheme in subsequent years, to ensure it delivers on its objectives, supports students to make the most of their international experiences, and is aligned with government priorities. This will include the application experience.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what assessment they have made of the percentage of disadvantaged participants by sector in the Turing Scheme.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The success rate of schools applying to participate in the Turing Scheme over the two years the scheme has operated are:
All applications were independently assessed by sector experts, who ensured all successful projects met the quality standards required. 70 applications failed on the levelling up criterion. Others had less well-developed projects. This could be due to some of those applicants having less experience in designing projects of this type and securing applying for funding for them. 67% of applicants for the 2022/23 academic year were new applicants, and 71% of applicants that failed were new applicants.
The Turing Scheme has a strong focus on supporting levelling up by providing opportunities for pupils from disadvantaged backgrounds. In the 2021/22 academic year, 48% of 41,000 approved placements for all sectors, which includes schools, further education/vocational education and training (FE/VET), and higher education (HE) were for participants from disadvantaged backgrounds. 52% of 38,000 approved placements for all sectors in the 2022/23 academic year are for participants from disadvantaged backgrounds. The Turing Scheme uses a range of measures based on sector standards across the UK to define what we mean by participants from disadvantaged backgrounds. These are listed in full on the Turing Scheme website and can be found here: https://www.turing-scheme.org.uk/about/widening-access/.
The tables below show the percentage of placements allocated for participants from disadvantaged backgrounds, by sector, for the 2021/22 and 2022/23 academic years.
Table 1: Placements by sector for the 2021/22 academic year
Sector | HE | FE/VET | Schools | Totals |
Total no. of participants | 28,997 | 6,888 | 5,139 | 41,024 |
No. of participants from disadvantaged backgrounds | 13,817 | 3,843 | 2,053 | 19,713 |
% of participants from disadvantaged backgrounds | 47.6% | 55.8% | 39.9% | 48.1% |
Table 2: Placements by sector for the 2022/23 academic year
Sector | HE | FE/VET | Schools | Totals |
Total no. of participants | 23,986 | 9,605 | 4,721 | 38,312 |
No. of participants from disadvantaged backgrounds | 12,356 | 5,554 | 2,022 | 19,932 |
% of participants from disadvantaged backgrounds | 52% | 58% | 43% | 52% |
A full breakdown is provided on the Turing Scheme website.
The application form for the Turing Scheme is framed around the main objectives of the scheme, requiring applicants to set out how their planned projects will support priorities, including Global Britain and levelling up. This year’s application form entailed fewer questions than last year’s, in response to feedback from applicants.
The department will keep engaging with stakeholders so that we can continue to develop the scheme in subsequent years, to ensure it delivers on its objectives, supports students to make the most of their international experiences, and is aligned with government priorities. This will include the application experience.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what assessment they have made of the success rate of schools applying to the Turing Scheme.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The success rate of schools applying to participate in the Turing Scheme over the two years the scheme has operated are:
All applications were independently assessed by sector experts, who ensured all successful projects met the quality standards required. 70 applications failed on the levelling up criterion. Others had less well-developed projects. This could be due to some of those applicants having less experience in designing projects of this type and securing applying for funding for them. 67% of applicants for the 2022/23 academic year were new applicants, and 71% of applicants that failed were new applicants.
The Turing Scheme has a strong focus on supporting levelling up by providing opportunities for pupils from disadvantaged backgrounds. In the 2021/22 academic year, 48% of 41,000 approved placements for all sectors, which includes schools, further education/vocational education and training (FE/VET), and higher education (HE) were for participants from disadvantaged backgrounds. 52% of 38,000 approved placements for all sectors in the 2022/23 academic year are for participants from disadvantaged backgrounds. The Turing Scheme uses a range of measures based on sector standards across the UK to define what we mean by participants from disadvantaged backgrounds. These are listed in full on the Turing Scheme website and can be found here: https://www.turing-scheme.org.uk/about/widening-access/.
The tables below show the percentage of placements allocated for participants from disadvantaged backgrounds, by sector, for the 2021/22 and 2022/23 academic years.
Table 1: Placements by sector for the 2021/22 academic year
Sector | HE | FE/VET | Schools | Totals |
Total no. of participants | 28,997 | 6,888 | 5,139 | 41,024 |
No. of participants from disadvantaged backgrounds | 13,817 | 3,843 | 2,053 | 19,713 |
% of participants from disadvantaged backgrounds | 47.6% | 55.8% | 39.9% | 48.1% |
Table 2: Placements by sector for the 2022/23 academic year
Sector | HE | FE/VET | Schools | Totals |
Total no. of participants | 23,986 | 9,605 | 4,721 | 38,312 |
No. of participants from disadvantaged backgrounds | 12,356 | 5,554 | 2,022 | 19,932 |
% of participants from disadvantaged backgrounds | 52% | 58% | 43% | 52% |
A full breakdown is provided on the Turing Scheme website.
The application form for the Turing Scheme is framed around the main objectives of the scheme, requiring applicants to set out how their planned projects will support priorities, including Global Britain and levelling up. This year’s application form entailed fewer questions than last year’s, in response to feedback from applicants.
The department will keep engaging with stakeholders so that we can continue to develop the scheme in subsequent years, to ensure it delivers on its objectives, supports students to make the most of their international experiences, and is aligned with government priorities. This will include the application experience.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what assessment they undertook to decide the minimum (1) education, (2) employment, or (3) training, requirements that mean an individual is not classed as someone Not in Education Employment or Training (NEET).
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
NEET (Not in Education Employment or Training) is a statistical measure agreed across government and the Office for National Statistics (ONS) and is not formally assessed or used as a condition to establish entitlement for free training for adults.
Anybody who is not participating in any forms of education or training and who is not in employment is considered to be NEET. This includes those not:
- Enrolled on an education course
- Still attending or waiting for term to (re)start
- Doing an apprenticeship
- On a government supported employment or training programme
- Working or studying towards a qualification
- On job-related training or education in the last 4 weeks
- In some form of paid work, including those working part-time
Under Raising the Participation Age, introduced in the Education and Skills Act 2008, 16- and 17-year-olds are under a statutory duty to particate in education or training. Aligned to this, local authorities are under a statutory duty to support 16- and 17-year-olds into education or training, a minimum of at least 280 planned qualification hours per year for those in full-time work or volunteering (20 hours per week) or 540 hours of planned learning for those in full-time education.
Published measures of NEET typically use the Labour Force Survey which is run by the ONS, using their definition of NEET and also aligns to the measure of employment as defined by the International Labour Organisation. This states a person in employment is defined as all those of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit. They comprise employed persons "at work", i.e. who worked in a job for at least one hour, and employed persons "not at work" due to temporary absence from a job, or to working-time arrangements (such as shift work, flexitime and compensatory leave for overtime).
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many hours a week a person under the age of 25 must be in (1) education, (2) employment, or (3) training, to lose their classification as someone Not in Education Employment or Training (NEET).
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
NEET (Not in Education Employment or Training) is a statistical measure agreed across government and the Office for National Statistics (ONS) and is not formally assessed or used as a condition to establish entitlement for free training for adults.
Anybody who is not participating in any forms of education or training and who is not in employment is considered to be NEET. This includes those not:
- Enrolled on an education course
- Still attending or waiting for term to (re)start
- Doing an apprenticeship
- On a government supported employment or training programme
- Working or studying towards a qualification
- On job-related training or education in the last 4 weeks
- In some form of paid work, including those working part-time
Under Raising the Participation Age, introduced in the Education and Skills Act 2008, 16- and 17-year-olds are under a statutory duty to particate in education or training. Aligned to this, local authorities are under a statutory duty to support 16- and 17-year-olds into education or training, a minimum of at least 280 planned qualification hours per year for those in full-time work or volunteering (20 hours per week) or 540 hours of planned learning for those in full-time education.
Published measures of NEET typically use the Labour Force Survey which is run by the ONS, using their definition of NEET and also aligns to the measure of employment as defined by the International Labour Organisation. This states a person in employment is defined as all those of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit. They comprise employed persons "at work", i.e. who worked in a job for at least one hour, and employed persons "not at work" due to temporary absence from a job, or to working-time arrangements (such as shift work, flexitime and compensatory leave for overtime).
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what plans they have (1) to protect, and (2) to increase, the funding available for all forms of mathematics at universities.
Answered by Lord Parkinson of Whitley Bay - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)
The government strongly supports all forms of mathematics in higher education. We are pleased many students chose to take up courses in mathematical sciences (39,210 students in England[1]) and that many more enrol on courses involving elements of mathematical study such as engineering, computer science, and accounting.
Our student loan system supports students who have the qualifications to benefit from higher education to access higher education, including a range of mathematics courses. Additionally, the government also supports a number of mathematics-based courses via the Strategic Priorities Grant, a funding pot to support the provision of higher education. This includes high-cost subject funding – extra money given to providers to deliver expensive subjects. Mathematical subjects that attract high-cost subject funding are those which have typically higher delivery costs that are not met by tuition fees alone. This includes courses involving the study and application of specialist mathematics such as civil engineering and physics. For the academic year 2021/22, these subjects are in price group B and their high-cost subject funding rate will be £1,515. This is an increase of 4% from the previous academic year – part of our reprioritisation of Strategic Priorities Grant funding towards high-cost subjects which support the NHS and wider healthcare policy, high-cost science, technology and engineering subjects, and subjects meeting specific labour market needs.
[1] Higher Education Statistics Agency (HESA) Student data, Table 49: Table 49 - HE student enrolments by HE provider and subject of study 2019/20 | HESA (English providers only).