Asked by: Lord Boateng (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how many accredited providers for the Initial Teacher Training (ITT) process received (1) requires improvement, or (2) inadequate, Ofsted ratings in the period since January 2022; and what assessment they have made of the credibility of the ITT accreditation process given those figures.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The current cycle of Ofsted inspections tests the effectiveness of existing Initial Teacher Training (ITT) provision in line with the principles set out in its Initial Teacher Education inspection framework. The accreditation process, undertaken jointly with Ofsted, assessed provider potential to deliver high-quality ITT in line with the new Quality Requirements from the 2024/25 academic year as recommended by the ITT market review, particularly the enhanced requirements around mentoring. These two processes are distinct and, therefore, Ofsted’s current inspection judgements and the accreditation against the new requirements from 2024 do not align in all instances.
In respect of the providers accredited to deliver ITT from September 2024, 69 inspections have been carried out since January 2022. Of these, four received a ‘Requires Improvement’ judgement and one received an ‘Inadequate’ judgement in 2022. These five providers have since been reinspected by Ofsted in 2023 and judged as ‘Good’.
Twelve universities were not successful in gaining accreditation to deliver ITT from September 2024, of which six were judged as ‘Good’, one was judged as ‘Requires Improvement’ and since improved to ‘Good’ on reinspection. Additionally, two were judged ‘Inadequate’, of which one has since improved to ‘Good’ with the other yet to be reinspected.
Asked by: Lord Boateng (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how many universities who lost accreditation in the Initial Teacher Training accreditation process received (1) good, or (2) outstanding, Ofsted ratings in the period since January 2022.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The current cycle of Ofsted inspections tests the effectiveness of existing Initial Teacher Training (ITT) provision in line with the principles set out in its Initial Teacher Education inspection framework. The accreditation process, undertaken jointly with Ofsted, assessed provider potential to deliver high-quality ITT in line with the new Quality Requirements from the 2024/25 academic year as recommended by the ITT market review, particularly the enhanced requirements around mentoring. These two processes are distinct and, therefore, Ofsted’s current inspection judgements and the accreditation against the new requirements from 2024 do not align in all instances.
In respect of the providers accredited to deliver ITT from September 2024, 69 inspections have been carried out since January 2022. Of these, four received a ‘Requires Improvement’ judgement and one received an ‘Inadequate’ judgement in 2022. These five providers have since been reinspected by Ofsted in 2023 and judged as ‘Good’.
Twelve universities were not successful in gaining accreditation to deliver ITT from September 2024, of which six were judged as ‘Good’, one was judged as ‘Requires Improvement’ and since improved to ‘Good’ on reinspection. Additionally, two were judged ‘Inadequate’, of which one has since improved to ‘Good’ with the other yet to be reinspected.
Asked by: Lord Boateng (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the adequacy of ethnic monitoring of pupils in the compilation of data in relation to (1) school exclusions, and (2) the provision of alternatives to classroom schooling.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Government publishes school exclusions data by pupil characteristic in the ‘Permanent exclusions and suspensions in England’ publication. The data is available at: https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england. Since November 2022, this data has been published two terms in arrears rather than as an annual release. This fulfils the Department’s commitment to the 2021 report ‘Strengthening Home Education’, where the Education Select Committee suggested that only having an annual statistical release on exclusions may prevent the Department from identifying illegal exclusion practices.
The Department also publishes the ‘Schools, pupils and their characteristics’ publication for placements in non-school based alternative provision arranged by local authorities (Alternative Provision census), and placements in non-school based alternative provision arranged by schools (from 2023 only, School census). These tables are available in the attached files.
The Department also publishes the ‘Schools, pupils and their characteristics’ publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. The 2 attached tables provide information on:
Asked by: Lord Boateng (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what guidance they provide to schools about the use of ‘alternative provision’ in place of exclusion for pupils presenting challenging behaviours; and how the use of ‘alternative provision’ is monitored by Ofsted.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The use of alternative provision for pupils presenting challenging behaviours is covered in the government’s statutory guidance on alternative provision, which can be found attached. It is also included in guidance on behaviour in schools, as well as in guidance on suspension and permanent exclusion, which can also be found attached.
The government’s recently published ‘Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan’ sets out the department’s ambitious reforms to improve capacity and capability within the AP sector. The plan includes a three tier model for AP which focusses on providing targeted support and interventions within mainstream schools to reduce the number of preventable exclusions and to improve behaviour and attendance. School commissioning of well planned, high quality AP can play an important part in delivering this service.
Ofsted evaluate local authority and school use of AP separately. Ofsted look at a school’s use of AP as part of graded school inspections. In doing so, inspectors will evaluate how well a school continues to take responsibility for its pupils who attend AP. Further details can be found in paragraphs 361 to 367 of the School Inspection Handbook, which can be found here: https://www.gov.uk/government/publications/school-inspection-handbook-eif/school-inspection-handbook.
From this year, Ofsted have included the inspection of the commissioning of AP by local authorities as part of Area SEND inspections. This includes inspecting whether a local authority’s approach to commissioning and overseeing AP arrangements for children and young people in the local authority area meets their duties as set out in AP statutory guidance. Full details can be found in the Area SEND inspection framework and handbook, which can be found here: https://www.gov.uk/government/publications/area-send-framework-and-handbook/area-send-inspections-framework-and-handbook.
Asked by: Lord Boateng (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how many pupils have been placed in Pupil Referral Units in England in each of the last three years for which figures are available; and what proportion of those pupils are (1) boys, (2) of Black Caribbean origin, and (3) of another ethnic minority.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department publishes annual data on the gender and ethnicity of pupils at schools in England. The most recently published data is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2022-23. The publication includes figures for ‘State-funded alternate provision (AP) schools’, which include pupil referral units and alternative provider free schools and academies. The attached tables, taken from the published data, show breakdowns of pupils in these schools by gender and ethnicity from January 2021 to January 2023.
The SEND and AP Improvement Plan, published on 2 March 2023, set out a new national vision and delivery model for the AP system. Departmental reforms will see AP schools working with mainstream settings to provide targeted support and interventions to improve behaviour, attendance and reduce the numbers of preventable exclusions, including for those groups with a greater likelihood of being referred to alternative provision.
Schools also have a clear duty not to discriminate against pupils based on protected characteristics under the Equality Act 2010. Ofsted’s assessment of behaviour in schools includes specific consideration of rates, patterns and reasons for exclusions, as well as any differences between groups of pupils.
The department’s ‘Understanding your data: a guide for school governors and academy trustees available at: https://www.gov.uk/government/publications/understanding-your-data-a-guide-for-school-governors-and-academy-trustees/understanding-your-data-a-guide-for-school-governors-and-academy-trustees, makes clear that governing boards should carefully consider the level and characteristics of pupils who are leaving the school. They should challenge the school and academy trust management teams on any permanent exclusions to ensure it is only used as a last resort, as well as on directions for pupils to be to be educated off site in AP schools. They should also consider whether there are any patterns to the reasons or timing of such moves.
Asked by: Lord Boateng (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the level of educational attainment in Pupil Referral Units; and what proportion of pupils in those units gain at least five GCSEs at grades 9 to 4.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Data is published on the educational attainment of pupils at the end Key Stage 4 in pupil referral units and alternative provision (AP) in the annual Key Stage 4 performance National Statistics release, which can be accessed here: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised.
The proportion of pupils who gained at least five GCSEs at grades 9 to 4 in academic year 2021/22 in pupil referral units can be found in the attached spreadsheet.
There are many reasons why children who attend AP at Key Stage 4 may face challenges gaining GCSE grades, so it is vital that they receive a high quality education alongside appropriate support. We need to be just as ambitious for pupils in AP as we are for those in mainstream schools. The Special Educational Needs and Disabilities and AP Improvement Plan, published on 2 March 2023, set out a new national vision and delivery model for the AP system to improve the outcomes of the vulnerable and disadvantaged children and young people it supports.
Asked by: Lord Boateng (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government when Ofsted last carried out an inspection of Pupil Referral Units; and whether they plan to commission any further reports.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Ofsted is currently conducting a thematic review of local area arrangements for alternative provision (AP) and continues to inspect individual pupil referral units and other AP schools.
Asked by: Lord Boateng (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the contribution of nutrition to children's educational attainment.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The government supports the provision of nutritious food in schools to enable pupils to be well nourished, develop healthy eating habits and to concentrate in school. The Requirements for School Food Regulations 2014 require schools to provide all children with healthy food and drink options, and to make sure children get the energy and nutrition they need across the school day. The regulations restrict foods high in fat, salt and sugar, as well as low quality reformed or reconstituted foods.
Governors have a responsibility to ensure compliance with the standards and should appropriately challenge the head teacher and school leaders to ensure the school is meeting its obligations. Departmental advice and guidance is available at: https://www.gov.uk/government/publications/standards-for-school-food-in-england, and: https://www.gov.uk/government/publications/school-food-standards-resources-for-schools/allergy-guidance-for-schools.
The provision of free school meals (FSM) to children who are eligible for them is of the utmost importance to this government. The greatest ever proportion of school children, over one third, are now provided with free school meals. Around 2 million pupils are claiming benefits-related FSM. In addition, almost 1.3 million infants are supported through the universal infant free school meal policy. Free meals are also available to disadvantaged young people in further education.
Asked by: Lord Boateng (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the numbers of food banks in schools; and what guidance they have issued to school governors regarding children having access to at least one nutritious meal a day.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The government supports the provision of nutritious food in schools to enable pupils to be well nourished, develop healthy eating habits and to concentrate in school. The Requirements for School Food Regulations 2014 require schools to provide all children with healthy food and drink options, and to make sure children get the energy and nutrition they need across the school day. The regulations restrict foods high in fat, salt and sugar, as well as low quality reformed or reconstituted foods.
Governors have a responsibility to ensure compliance with the standards and should appropriately challenge the head teacher and school leaders to ensure the school is meeting its obligations. Departmental advice and guidance is available at: https://www.gov.uk/government/publications/standards-for-school-food-in-england, and: https://www.gov.uk/government/publications/school-food-standards-resources-for-schools/allergy-guidance-for-schools.
The provision of free school meals (FSM) to children who are eligible for them is of the utmost importance to this government. The greatest ever proportion of school children, over one third, are now provided with free school meals. Around 2 million pupils are claiming benefits-related FSM. In addition, almost 1.3 million infants are supported through the universal infant free school meal policy. Free meals are also available to disadvantaged young people in further education.
Asked by: Lord Boateng (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the number of children in schools who are not in receipt of nutritious meals.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The government supports the provision of nutritious food in schools to enable pupils to be well nourished, develop healthy eating habits and to concentrate in school. The Requirements for School Food Regulations 2014 require schools to provide all children with healthy food and drink options, and to make sure children get the energy and nutrition they need across the school day. The regulations restrict foods high in fat, salt and sugar, as well as low quality reformed or reconstituted foods.
Governors have a responsibility to ensure compliance with the standards and should appropriately challenge the head teacher and school leaders to ensure the school is meeting its obligations. Departmental advice and guidance is available at: https://www.gov.uk/government/publications/standards-for-school-food-in-england, and: https://www.gov.uk/government/publications/school-food-standards-resources-for-schools/allergy-guidance-for-schools.
The provision of free school meals (FSM) to children who are eligible for them is of the utmost importance to this government. The greatest ever proportion of school children, over one third, are now provided with free school meals. Around 2 million pupils are claiming benefits-related FSM. In addition, almost 1.3 million infants are supported through the universal infant free school meal policy. Free meals are also available to disadvantaged young people in further education.