Asked by: Siobhain McDonagh (Labour - Mitcham and Morden)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an estimate of the number of children that are looked-after.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The latest information on the number of children looked after in England on 31 March 2023 can be found in the annual statistical release ‘Children looked after in England including adoptions’, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions.
Asked by: Siobhain McDonagh (Labour - Mitcham and Morden)
Question to the Department for Education:
To ask the Secretary of State for Education, how many people (a) attended and (b) completed a Skills Bootcamps in each region in the last 12 months.
Answered by Robert Halfon
On 9 November 2023, the department published a statistical release, which shows we exceeded our target, with a total of 40,040 Skills Bootcamps learner starts for the 2022/23 financial year. A start is an instance of training, not the number of individuals trained.
This data release only covers the number of Skills Bootcamps starts. Further breakdowns by region will be provided in the evaluation report, which will be published next year. A further release will be published later next year covering completions and outcomes data for this cohort.
In 2021/22, there were a total of 16,120 Skills Bootcamps learner starts. A data release will be published in early 2024 covering completions and outcomes information for the 2021/22 financial year.
Asked by: Siobhain McDonagh (Labour - Mitcham and Morden)
Question to the Department for Education:
To ask the Secretary of State for Education, how many people (a) attended and (b) completed Skills Bootcamps in each year since 2021.
Answered by Robert Halfon
On 9 November 2023, the department published a statistical release, which shows we exceeded our target, with a total of 40,040 Skills Bootcamps learner starts for the 2022/23 financial year. A start is an instance of training, not the number of individuals trained.
This data release only covers the number of Skills Bootcamps starts. Further breakdowns by region will be provided in the evaluation report, which will be published next year. A further release will be published later next year covering completions and outcomes data for this cohort.
In 2021/22, there were a total of 16,120 Skills Bootcamps learner starts. A data release will be published in early 2024 covering completions and outcomes information for the 2021/22 financial year.
Asked by: Siobhain McDonagh (Labour - Mitcham and Morden)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support young care leavers who are more vulnerable to drug-use, mental illness and being forced into sex work; and if she will meet with the hon. Member for Mitcham and Morden to discuss a constituent's personal case.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
We recognise the importance of securing appropriate support for care leavers. All care leavers are allocated a Personal Advisor to support them to make a successful transition from care to independent living. This includes helping them to access services and support from wider agencies such as health and housing, and to provide practical and emotional support.
However, we know that better support is needed. The department’s response to the Independent Review of Children’s Social Care, ‘Stable Homes, Built on Love’, sets out six key missions to improve the lives of children in care and care leavers, including a commitment to reduce the disparities in long-term mental and physical health outcomes and improve wellbeing for care-experienced people.
The department is also providing over £230 million this spending review to support young people leaving care, including increasing the leaving care allowance from £2,000 to £3,000 and tripling the bursary that care leaver apprentices receive.
I am content to meet with the hon. Member for Mitcham and Morden as part of my MP surgery to discuss the constituent’s personal case.
Asked by: Siobhain McDonagh (Labour - Mitcham and Morden)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the (a) contribution of audiobooks in engaging reluctant and underrepresented readers and (b) potential role of audiobooks in (i) improving reading behaviours and (ii) supporting the Government's levelling up agenda.
Answered by Robin Walker
The department wants children to develop the habit of reading widely and often, both for pleasure and information. Research suggests that reading for pleasure is more important for children’s educational development than their parents’ level of education. The national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely. It emphasises the importance of pupils listening to, discussing, and reading a wide range of stories, poems, plays and information books for themselves as their fluency increases.
The department has not undertaken research on the specific contribution or role of audiobooks. However, we welcome their use alongside other formats of books.
On 28 March 2022, we published our Schools White Paper, available here: https://www.gov.uk/government/publications/opportunity-for-all-strong-schools-with-great-teachers-for-your-child. This sets out our long-term vision for a school system that helps every child to fulfil their potential, by ensuring that they receive the right support, in the right place, at the right time. At its heart is the government’s levelling up mission that by 2030, 90% of children will leave primary school having achieved the expected standard in reading, writing and maths. As part of this, the department is committed to continuing to raise literacy standards, ensuring all children can read fluently and with understanding.