Asked by: Baroness Twycross (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what estimate they have made of the additional number of children aged (1) nine months to one year, and (2) one to two years, who will access funded childcare hours from September 2024; and what is this number as a percentage of all children aged nine months to two years.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department recently released a costings information note, with information on estimated take-up rates for funded childcare hours. The costings information note can be found here: https://www.gov.uk/government/publications/early-education-entitlements-and-funding. The department estimates that take-up would be between around 30% and 90%, with variation substantially driven by parents’ likelihood of using formal childcare depending on the age of their child. This file also contains data on population projections by age of child.
For the purposes of calculating costs, the department has estimated a take-up rate for each age group of eligible children:
The department separately publishes information on eligibility for entitlements through the ‘Education provision: children under 5 years of age’ (section five on Data Quality) document, which can be found here: https://explore-education-statistics.service.gov.uk/methodology/education-provision-children-under-5-years-of-age-methodology. This document includes the department’s eligibility estimate for the existing three- and four-year-old extended hours for working parents’ entitlement. Take-up rates and numbers for existing entitlements are also detailed at this link annually from the department’s spring censuses.
Asked by: Baroness Twycross (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what estimate they have made of the number of families who will take up 30 hours of funded childcare from September 2025; and what is that number as a percentage of all children from nine months to the start of school.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department provides annual estimates of the take-up rate of the existing three and four-year-old 30 hours entitlement, after subtracting reception children from the population estimates. This information is available at: https://explore-education-statistics.service.gov.uk/find-statistics/education-provision-children-under-5.
The department recently released a costings information note, with information on estimated take-up rates amongst younger children eligible for the new entitlements announced at Spring Budget. This can be found at: https://explore-education-statistics.service.gov.uk/methodology/education-provision-children-under-5-years-of-age-methodology. The take-up is estimated to be between around 30% and 90%, with variation substantially driven by parents’ likelihood of using formal childcare depending on the age of their child. This file also contains data on population projections by age of child for the 2024/25 financial year and beyond.
The attached document shows information on eligibility for entitlements including the department’s eligibility estimate for the existing three- and four-year-old extended hours for working parents entitlement.
The census data and Spring Budget forecasting use numbers of children. The department does not hold data to easily convert these estimates to the numbers of families.
Asked by: Baroness Twycross (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what estimate they have made of the additional number of two-year-olds who will access funded childcare hours from April 2024; and what is this number as a percentage of all two-year-old children.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department recently released a costings information note, with information on estimated take-up rates for funded childcare hours. The costings information note can be found here: https://www.gov.uk/government/publications/early-education-entitlements-and-funding. The department estimates that take-up would be between around 30% and 90%, with variation substantially driven by parents’ likelihood of using formal childcare depending on the age of their child. This file also contains data on population projections by age of child.
For the purposes of calculating costs, the department has estimated a take-up rate for each age group of eligible children:
The department separately publishes information on eligibility for entitlements through the ‘Education provision: children under 5 years of age’ (section five on Data Quality) document, which can be found here: https://explore-education-statistics.service.gov.uk/methodology/education-provision-children-under-5-years-of-age-methodology. This document includes the department’s eligibility estimate for the existing three- and four-year-old extended hours for working parents’ entitlement. Take-up rates and numbers for existing entitlements are also detailed at this link annually from the department’s spring censuses.
Asked by: Baroness Twycross (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what evaluation they have undertaken to assess the success of advertising campaigns to attract people into careers in teaching in (1) schools, and (2) further education.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The table below sets out total spend for advertising campaigns for careers in teaching in schools and Further Education for the past five financial years.
Financial Year | Get Into Teaching Advertising: Financial Year Spend | FE teacher recruitment Advertising: Financial Year Spend |
2022/23 | £13,157,484.38 | £4,079,923 |
2021/22 | £12,255,612.85 | £2,000,000 |
2020/21 | £11,848,725.34 | 0 |
2019/20 | £12,776,070.54 | 0 |
2018/19 | £12,773,706.55 | 0 |
The objectives of the Get Into Teaching advertising campaign are to raise the status of teaching and contribute to overall Initial Teacher Training (ITT) numbers. Due to the often lengthy candidate journey from initial consideration through to applying for, and starting ITT, several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, and econometric modelling to identify and quantify the factors affecting sign ups to the Get Into Teaching service. They also include analysis of the flow of candidates between Get Into Teaching and the new Find and Apply services, and tracking of site traffic to the Get Into Teaching website.
The objectives of the Further Education advertising campaign are to raise awareness of a career in Further Education teaching and contribute to a long term increase in overall recruitment numbers. Several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, analysis of the flow of candidates between the Further Education teacher recruitment campaign website and third party Further Education job sites, and tracking number of users to the Further Education teacher recruitment campaign website.
The Get Into Teaching and Further Education recruitment campaigns track a number of behavioural and attitudinal metrics to give a rounded picture of each campaign’s impact.
Key Performance Indicators for Get Into Teaching are a consideration of teaching as a career amongst our target audience and the number of new, unique sign-ups to the Get Into Teaching service. The campaign also measures the proportion of sign-ups attributed to the advertising campaign, through econometric modelling and the proportion of ITT applicants who have interacted with the Get Into Teaching service.
Key Performance Indicators for the Further Education recruitment campaign are a consideration of teaching in Further Education amongst target audiences and the number of users to the Further Education teacher recruitment website. The campaign also measures the number who go on to take action on the site, such as signing up for further information or visiting a jobs board.
Asked by: Baroness Twycross (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what metrics they use to assess the success of advertising campaigns to attract people into careers in teaching in (1) schools, and (2) further education.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The table below sets out total spend for advertising campaigns for careers in teaching in schools and Further Education for the past five financial years.
Financial Year | Get Into Teaching Advertising: Financial Year Spend | FE teacher recruitment Advertising: Financial Year Spend |
2022/23 | £13,157,484.38 | £4,079,923 |
2021/22 | £12,255,612.85 | £2,000,000 |
2020/21 | £11,848,725.34 | 0 |
2019/20 | £12,776,070.54 | 0 |
2018/19 | £12,773,706.55 | 0 |
The objectives of the Get Into Teaching advertising campaign are to raise the status of teaching and contribute to overall Initial Teacher Training (ITT) numbers. Due to the often lengthy candidate journey from initial consideration through to applying for, and starting ITT, several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, and econometric modelling to identify and quantify the factors affecting sign ups to the Get Into Teaching service. They also include analysis of the flow of candidates between Get Into Teaching and the new Find and Apply services, and tracking of site traffic to the Get Into Teaching website.
The objectives of the Further Education advertising campaign are to raise awareness of a career in Further Education teaching and contribute to a long term increase in overall recruitment numbers. Several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, analysis of the flow of candidates between the Further Education teacher recruitment campaign website and third party Further Education job sites, and tracking number of users to the Further Education teacher recruitment campaign website.
The Get Into Teaching and Further Education recruitment campaigns track a number of behavioural and attitudinal metrics to give a rounded picture of each campaign’s impact.
Key Performance Indicators for Get Into Teaching are a consideration of teaching as a career amongst our target audience and the number of new, unique sign-ups to the Get Into Teaching service. The campaign also measures the proportion of sign-ups attributed to the advertising campaign, through econometric modelling and the proportion of ITT applicants who have interacted with the Get Into Teaching service.
Key Performance Indicators for the Further Education recruitment campaign are a consideration of teaching in Further Education amongst target audiences and the number of users to the Further Education teacher recruitment website. The campaign also measures the number who go on to take action on the site, such as signing up for further information or visiting a jobs board.
Asked by: Baroness Twycross (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how much they have spent advertising careers in teaching in (1) schools, and (2) further education, for each of the past five years.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The table below sets out total spend for advertising campaigns for careers in teaching in schools and Further Education for the past five financial years.
Financial Year | Get Into Teaching Advertising: Financial Year Spend | FE teacher recruitment Advertising: Financial Year Spend |
2022/23 | £13,157,484.38 | £4,079,923 |
2021/22 | £12,255,612.85 | £2,000,000 |
2020/21 | £11,848,725.34 | 0 |
2019/20 | £12,776,070.54 | 0 |
2018/19 | £12,773,706.55 | 0 |
The objectives of the Get Into Teaching advertising campaign are to raise the status of teaching and contribute to overall Initial Teacher Training (ITT) numbers. Due to the often lengthy candidate journey from initial consideration through to applying for, and starting ITT, several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, and econometric modelling to identify and quantify the factors affecting sign ups to the Get Into Teaching service. They also include analysis of the flow of candidates between Get Into Teaching and the new Find and Apply services, and tracking of site traffic to the Get Into Teaching website.
The objectives of the Further Education advertising campaign are to raise awareness of a career in Further Education teaching and contribute to a long term increase in overall recruitment numbers. Several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, analysis of the flow of candidates between the Further Education teacher recruitment campaign website and third party Further Education job sites, and tracking number of users to the Further Education teacher recruitment campaign website.
The Get Into Teaching and Further Education recruitment campaigns track a number of behavioural and attitudinal metrics to give a rounded picture of each campaign’s impact.
Key Performance Indicators for Get Into Teaching are a consideration of teaching as a career amongst our target audience and the number of new, unique sign-ups to the Get Into Teaching service. The campaign also measures the proportion of sign-ups attributed to the advertising campaign, through econometric modelling and the proportion of ITT applicants who have interacted with the Get Into Teaching service.
Key Performance Indicators for the Further Education recruitment campaign are a consideration of teaching in Further Education amongst target audiences and the number of users to the Further Education teacher recruitment website. The campaign also measures the number who go on to take action on the site, such as signing up for further information or visiting a jobs board.
Asked by: Baroness Twycross (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how much they have spent on the ‘Get into Teaching’ advertising campaign in each of the past five years.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The table below sets out total spend for advertising campaigns for careers in teaching in schools and Further Education for the past five financial years.
Financial Year | Get Into Teaching Advertising: Financial Year Spend | FE teacher recruitment Advertising: Financial Year Spend |
2022/23 | £13,157,484.38 | £4,079,923 |
2021/22 | £12,255,612.85 | £2,000,000 |
2020/21 | £11,848,725.34 | 0 |
2019/20 | £12,776,070.54 | 0 |
2018/19 | £12,773,706.55 | 0 |
The objectives of the Get Into Teaching advertising campaign are to raise the status of teaching and contribute to overall Initial Teacher Training (ITT) numbers. Due to the often lengthy candidate journey from initial consideration through to applying for, and starting ITT, several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, and econometric modelling to identify and quantify the factors affecting sign ups to the Get Into Teaching service. They also include analysis of the flow of candidates between Get Into Teaching and the new Find and Apply services, and tracking of site traffic to the Get Into Teaching website.
The objectives of the Further Education advertising campaign are to raise awareness of a career in Further Education teaching and contribute to a long term increase in overall recruitment numbers. Several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, analysis of the flow of candidates between the Further Education teacher recruitment campaign website and third party Further Education job sites, and tracking number of users to the Further Education teacher recruitment campaign website.
The Get Into Teaching and Further Education recruitment campaigns track a number of behavioural and attitudinal metrics to give a rounded picture of each campaign’s impact.
Key Performance Indicators for Get Into Teaching are a consideration of teaching as a career amongst our target audience and the number of new, unique sign-ups to the Get Into Teaching service. The campaign also measures the proportion of sign-ups attributed to the advertising campaign, through econometric modelling and the proportion of ITT applicants who have interacted with the Get Into Teaching service.
Key Performance Indicators for the Further Education recruitment campaign are a consideration of teaching in Further Education amongst target audiences and the number of users to the Further Education teacher recruitment website. The campaign also measures the number who go on to take action on the site, such as signing up for further information or visiting a jobs board.
Asked by: Baroness Twycross (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether they have considered the case for requiring schools to share their pupil absences data with local councils.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Government guidance sets out that schools of all types, Local Authorities and other local partners should work jointly and share data on individual cases where it is of benefit to the pupil.
Under Regulation 12 of The Education (Pupil Registration) (England) Regulations 2006, all schools are required to share pupil absence data with Local Authorities for pupils who fail to attend school regularly or have been absent from school for a continuous period of ten or more school days. Local Authorities also have access to state funded schools’ attendance data under The Education (Information About Individual Pupils) (England) Regulations 2013, which underpin the school census data collection.
Local Authorities can also access near real time attendance data from state funded schools that are voluntarily sharing daily attendance data. Approximately 80% of these schools have opted to share daily data. This data is automatically extracted and returned in the form of interactive reports to the school and relevant multi academy trust and Local Authority.
Asked by: Baroness Twycross (Labour - Life peer)
Question to the Cabinet Office:
To ask His Majesty's Government what assessment they have made of the effectiveness of the test of the UK’s emergency alert system on 23 April.
Answered by Baroness Neville-Rolfe - Minister of State (Cabinet Office)
Last month’s UK-wide Emergency Alert was the largest simultaneous public message in British history. 88% of the public knew the test was coming and we reached 93% of eligible phones in the country within 3 minutes of the test alert being sent. The system is now fully operable in the event of a real emergency, and is a vital tool in our toolkit to keep people safe.
We are aware that some people did not receive the test alert. There are several reasons why this may have been the case, which we are working with the Mobile Network Operators to resolve.
However, we would like to reassure those who did not receive an alert that Emergency Alerts are just one of many tools the Government has to communicate with the public about emergency situations. Existing procedures for warning and informing the public remain in place, including the use of local emergency services and local/national news.
Asked by: Baroness Twycross (Labour - Life peer)
Question to the Cabinet Office:
To ask His Majesty's Government when they forecast rolling out the UK’s emergency alert system.
Answered by Baroness Neville-Rolfe - Minister of State (Cabinet Office)
Following the test on 23 April, the system is now fully operable. During the initial pilot phase, which started on 23 April and will last 3 months, alerts will be limited to severe weather events and flooding. However, future messages are also expected to include fires, public health emergencies and other life-threatening or major incidents.