Asked by: Karl Turner (Labour - Kingston upon Hull East)
Question to the Department for Education:
To ask the Secretary of State for Education, how much has been spent on providing ESOL courses in the city of Hull in each year since 2010.
Answered by Robert Halfon
The table shows how much was spent from the Adult Skills Budget on ESOL courses in the city of Hull in each year since the 2011/12 academic year:
| 2011/12 | 2012/13 | 2013/14 | 2014/15 | 2015/16 |
Kingston upon Hull | £640,000 | £740,000 | £800,000 | £790,000 | £730,000 |
Note:
- Figures are rounded to the nearest £10,000
- Data is based on funding estimated from course type and learner characteristics held on the Individualised Learner Records, and may differ from actual spend
- Geography is based on the learner’s postcode
ESOL provision is funded through the Adult Skills Budget and this budget has been maintained for the core adult skills participation budgets in cash terms at £1.5bn. Colleges and training providers continue to have the freedom and flexibility to determine how they use their AEB, working with LEPs and local commissioners to determine what the appropriate distribution of funding should be to best meet local needs. It is, therefore, the responsibility of providers to plan which ESOL courses they deliver locally, within their resources.
Asked by: Karl Turner (Labour - Kingston upon Hull East)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the relative effectiveness of the different routes into teacher training.
Answered by David Laws
The Department regularly assesses demand from the sector, how well different Initial Teacher Training (ITT) routes attract trainees and trainee quality by route. Sir Andrew Carter also considered this issue in his independent Review of ITT.
It is too early to carry out a final comparison of the new routes into teaching. We would need data on their trainees’ impact in the classroom, which is not yet available for our new routes. The first full cohort of School Direct trainees have, for example, only been teaching for one term.
The Department has, however, recently initiated a project to link together the School Workforce Census and 2013/14 ITT performance profiles in order to piece together teachers’ professional journeys from ITT into employment and their subsequent progression. In time, with the addition of further data, this will enable us to look at the influence of different ITT routes on teacher employment, mobility, progression and retention.