Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to increase the number of top sixth form schools in the Central London area that are available to girls.
Answered by Alex Burghart - Parliamentary Secretary (Cabinet Office)
Across inner London there are 60 state funded schools with sixth forms and further education colleges which are rated Outstanding by Ofsted. Of these, 45 are accessible to boys and 54 accessible to girls[1].
Local authorities have broad duties to encourage, enable and assist young people to participate in education or training. This includes securing sufficient suitable education and training provision for all young people in their area who are over compulsory school age but under 19, or up to age 25 for learners with an education, health and care plan.
The government’s free schools programme has opened eight 16-19 free schools in inner London with places available to female students and a further 21 mainstream free schools that have 16-19 places. All of these schools that have been inspected to date have been judged Good or Outstanding by Ofsted. This includes the London Academy of Excellence in Newham, a 16-19 free school judged Outstanding by Ofsted, which in the 2020/21 academic year had 57% female students. Proposals for approving further free schools will be set out in due course.
Nationally, capital funding of £83 million has also been made available in the 2021/22 financial year to existing post-16 providers, including sixth form colleges, to enable them to accommodate the demographic increase in 16-19 year olds.
[1] Some single sex schools may have mixed sixth forms. This is not reflected in the figures provided above.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment his Department has made of the effect of the change in the level of funding on BTEC qualifications.
Answered by Gillian Keegan - Secretary of State for Education
Employers are facing a skills shortage that we must act to address. It is vital in a fast moving and high-tech economy that technical education closes the gap between what people study and the needs of employers. This is why we are introducing over 20 T Levels, developed with 250 leading employers, and reviewing the wider post-16 qualifications system at level 3 and below.
The department’s plans for reform of level 3 qualifications were published on 14 July 2021. We will continue to fund high quality qualifications that can be taken alongside or as alternatives to T Levels and A levels where there is a clear need for skills and knowledge that T Levels and A levels cannot provide. This may include some Pearson BTECs, provided they meet the new quality criteria for funding approval.
The impact assessment published alongside the consultation response recognised that some students may find it more difficult to achieve level 3 qualifications in future. However, the assessment stated that the changes will generally be positive as students will have access to higher quality qualifications in the future, including new T Levels. This will put students in a stronger position to progress onto further study or skilled employment. The assessment acknowledged that students from disadvantaged backgrounds are more likely to take qualifications that could have their funding approval removed. These students should gain the most from these changes because they are the most likely to be taking qualifications that do not deliver the skills employers need. We are committed to ensuring that T Levels are accessible to all young people and have introduced flexibilities for students with special educational needs and disabilities. The T Level Transition Programme will support young people who are not yet ready to progress to a T Level but have the potential to succeed on it after some further preparation.
All qualifications will need to meet new quality criteria to be approved for funding in future. Technical qualifications will need to be approved by the Institute for Apprenticeships and Technical Education (the Institute) in order to be considered for funding approval. For academic qualifications, the department will set criteria to ensure all qualifications approved for funding are necessary alongside A levels. Ofqual will provide advice about quality to both the Institute and the department. This will ensure that all qualifications are high quality and provide the skills needed to support progression either into skilled employment or further study.
Alongside our reforms to level 3 qualifications, the department wants to improve study at level 2 and below, which has been neglected for too long. Improving level 2 and below is key to making sure that every student has a clear progression route – whether that is to high quality level 3 qualifications, apprenticeships, traineeships, or directly into skilled employment at level 2. The department is considering feedback to the call for evidence, which ran from 10 November 2020 to 14 February 2021, and there will be consultation on reform proposals later this year.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to ensure that students can continue to study BTEC qualifications in the future.
Answered by Gillian Keegan - Secretary of State for Education
Employers are facing a skills shortage that we must act to address. It is vital in a fast moving and high-tech economy that technical education closes the gap between what people study and the needs of employers. This is why we are introducing over 20 T Levels, developed with 250 leading employers, and reviewing the wider post-16 qualifications system at level 3 and below.
The department’s plans for reform of level 3 qualifications were published on 14 July 2021. We will continue to fund high quality qualifications that can be taken alongside or as alternatives to T Levels and A levels where there is a clear need for skills and knowledge that T Levels and A levels cannot provide. This may include some Pearson BTECs, provided they meet the new quality criteria for funding approval.
The impact assessment published alongside the consultation response recognised that some students may find it more difficult to achieve level 3 qualifications in future. However, the assessment stated that the changes will generally be positive as students will have access to higher quality qualifications in the future, including new T Levels. This will put students in a stronger position to progress onto further study or skilled employment. The assessment acknowledged that students from disadvantaged backgrounds are more likely to take qualifications that could have their funding approval removed. These students should gain the most from these changes because they are the most likely to be taking qualifications that do not deliver the skills employers need. We are committed to ensuring that T Levels are accessible to all young people and have introduced flexibilities for students with special educational needs and disabilities. The T Level Transition Programme will support young people who are not yet ready to progress to a T Level but have the potential to succeed on it after some further preparation.
All qualifications will need to meet new quality criteria to be approved for funding in future. Technical qualifications will need to be approved by the Institute for Apprenticeships and Technical Education (the Institute) in order to be considered for funding approval. For academic qualifications, the department will set criteria to ensure all qualifications approved for funding are necessary alongside A levels. Ofqual will provide advice about quality to both the Institute and the department. This will ensure that all qualifications are high quality and provide the skills needed to support progression either into skilled employment or further study.
Alongside our reforms to level 3 qualifications, the department wants to improve study at level 2 and below, which has been neglected for too long. Improving level 2 and below is key to making sure that every student has a clear progression route – whether that is to high quality level 3 qualifications, apprenticeships, traineeships, or directly into skilled employment at level 2. The department is considering feedback to the call for evidence, which ran from 10 November 2020 to 14 February 2021, and there will be consultation on reform proposals later this year.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions he has had with the Chancellor of the Exchequer on funding covid-19 recovery policies for disabled children.
Answered by Vicky Ford
We recognise that extended school and college restrictions have had a substantial impact on children and young people’s learning, health and wellbeing, particularly those with special educational needs and disabilities (SEND). We are committed to supporting them and their families.
Since June 2020, we have announced more than £3 billion to support education recovery in schools, 16-19 providers and early years settings.
We have consistently prioritised children who attend specialist settings by providing additional uplifts to these settings in both the 2020 Catch-up Premium and the 2021 Recovery Premium. In mainstream settings, school leaders are able to target these initiatives to vulnerable children and are able to use the recovery premium to meet wider non-academic needs. Funding announced for school-led tutoring will also provide greater flexibility to schools and we anticipate that this will especially benefit children and young people with SEND in all settings, where tutors familiar to these children can support them to realise the benefits of tuition. Specialist settings were given an uplift to deliver summer schools, at three times the normal rate.
The government is committed to an ambitious, long-term education recovery plan. The next stage will include a review of time spent in school and 16-19 education and the impact this could have on children and young people’s attainment and wellbeing. The findings of the review will be set out later in the year to inform the spending review. We will continue to monitor the impact of COVID-19 on education and consider what more needs to be done to help children and young people, including those with disabilities, catch up.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent guidance he has provided to universities on returning to face-to-face teaching for the 2021-22 academic year as covid-19 restrictions are eased.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
Following the announcement to move forward to Step 4 of the government’s Roadmap, we can confirm there will be no further restrictions on the provision of in-person teaching and learning in the autumn term in higher education (HE) settings.
HE providers should continue to conduct risk assessments based around their particular circumstances and should implement sensible and proportionate control measures which follow the health and safety hierarchy of controls to reduce the risk to the lowest reasonably practicable level. HE providers should have contingency plans to deal with any identified positive cases of COVID-19 or outbreaks.
We have updated our guidance to the sector in preparation for Step 4: https://www.gov.uk/government/publications/higher-education-reopening-buildings-and-campuses.
As COVID-19 vaccination is now being offered to everyone aged 18 and over, all students and staff should be encouraged to participate in the programme and take up the offer of both doses of the vaccine.
HE providers should communicate clearly to their students on what they can expect from planned teaching and learning, in current circumstances and in different scenarios, and the changes that might need to be made in response to changing public health advice, so that they are able to make informed choices.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to help ensure that there is equality for disabled children and their non-disabled peers in their recovery from the effects of the covid-19 outbreak.
Answered by Vicky Ford
Our ambition is for every child and young person, no matter what challenges they face, to have access to a world-class education that sets them up for life. We want pupils and students with special educational needs and disabilities (SEND), including those in specialist settings, to continue to receive high-quality teaching and specialist professional support. We know that these pupils and students and their families can be disproportionately impacted by having been out of education, and we are committed to helping all pupils and students, including those with SEND, to make up learning lost because of the COVID-19 outbreak.
The government will continue to focus on education recovery and making sure no child is left behind with their learning, with over £3 billion announced for catch up so far. We have consistently prioritised children who attend specialist settings by providing additional uplifts both in the 2020 catch-up premium and in the 2021 Recovery Premium, in recognition of the significantly higher per pupil costs they face.
Special schools will receive additional funding to ensure these settings can provide one-to-one tutoring for their pupils. We will also provide greater flexibility to schools to make it easier for them to take on local tutors or use existing staff to supplement those employed through the existing National Tutoring Programme. We anticipate that this will particularly benefit children and young people with SEND, where tutors familiar to these children can support them to realise the benefits of tuition.
Children will further benefit from additional funding to ensure that teachers in schools and early years settings are able to access high quality training and professional development. We know that high quality teaching is the best way to support all students, including those with SEND.
Young people with SEND aged 19 to 24 who have an education, health and care plan will be eligible for support via the 16 to 19 tuition fund, where they meet the fund criteria.
As part of the major investment in education, an additional £730 million is being provided for high needs this year, coming on top of an extra £780 million last year, which means high needs budgets will have grown by over £1.5 billion, nearly a quarter, in just two years.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to help ensure that the transfer of information from school to college is as good as the transfer of information from school to school for young people with special educational needs and disabilities.
Answered by Vicky Ford
The SEND Review has listened carefully to children and young people with special education needs and disabilities (SEND) and is alert to the barriers which pupils with SEND can face transitioning from school to college.
The review is considering how to improve the transition process for students, with, and without, education health and care plans, as well as how we can support schools and colleges in effectively managing the transition process.
The SEND Review is exploring with all partners across education, health and care, how data sharing can be improved to support children and young people with SEND.
This includes considering how the transfer of information between school to college can be improved, to strengthen pathways into further education, by being more effective and well timed.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the forthcoming review into support for children with special educational needs and disabilities, what plans he has to include measures that remove potential barriers to a smooth and supportive transition from school to college for young people with Education Health and Care Plans.
Answered by Vicky Ford
The SEND Review has listened carefully to children and young people with special education needs and disabilities (SEND) and is alert to the barriers which pupils with SEND can face transitioning from school to college.
The review is considering how to improve the transition process for students, with, and without, education health and care plans, as well as how we can support schools and colleges in effectively managing the transition process.
The SEND Review is exploring with all partners across education, health and care, how data sharing can be improved to support children and young people with SEND.
This includes considering how the transfer of information between school to college can be improved, to strengthen pathways into further education, by being more effective and well timed.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to help ensure that college students with special educational needs or disabilities but without high needs funding receive the same level of support that they received when at school.
Answered by Gillian Keegan - Secretary of State for Education
In 2014, the Children and Families Act introduced significant reforms to the system for special educational needs and disability (SEND). It brought the further education (FE) sector into a single coherent SEND system spanning early years, schools and FE, and placed new duties on FE colleges and other post-16 providers, who must have regard to the SEND Code of Practice. Colleges are required to identify and address the special educational needs of the learners they work with and must make sure that the young person gets the support they need.
The SEND Code of Practice states that colleges should be ambitious for all young people with SEND, whatever their needs and whatever their level of study.
The national funding formula for 16–19 year-olds includes disadvantage funding to attract, retain and support disadvantaged students, including those with learning difficulties and disabilities. In the 2020/21 academic year we allocated over £530 million of disadvantage funding within 16-19 funding formula.
Through the grant which we have in place with the Education and Training Foundation (£1.2 million in the 2021-22 financial year) we fund training and support for the college workforce to equip them to offer high quality provision for learners with SEND, throughout their time in college.
We are currently conducting a review of SEND policy, which includes looking at how we can provide the highest quality support across school and colleges, ensuring that children and young people with SEND are enabled to thrive, prepare for adulthood and secure high quality outcomes.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what fiscal steps he is taking to help disabled children and their families recover from the covid-19 outbreak.
Answered by Vicky Ford
The COVID-19 outbreak has been extremely challenging for many families of children and young people with special educational needs and disabilities (SEND). Supporting them is a priority for this government, and their wellbeing remains central to our response to COVID-19.
We have consistently prioritised children who attend specialist settings by providing additional uplifts to these settings in the 2020 catch-up premium, the 2021 recovery premium, the National Tutoring Programme, and in funding to deliver summer schools.
Special schools will receive additional funding for tutoring to ensure that these settings can provide one-to-one tutoring for their pupils. Across all settings, funding for school-led tutoring will provide greater flexibility to schools to take on local tutors or use existing staff to deliver tutoring. We anticipate that this will particularly benefit children and young people with SEND, where tutors familiar to these children can support them to realise the benefits of tuition. The Recovery Premium can also be used to support wider non-academic interventions, such as therapies.
Additional funding, announced in June 2021, will ensure that teachers and practitioners in schools and early years settings are able to access high quality training and professional development to support all pupils to succeed. We know that high quality teaching is the best way to support all students, including those with SEND.
We are also providing more than £27.3 million for the Family Fund in the 2021-22 financial year, supporting over 60,000 families on low incomes raising children and young people with disabilites and serious illnesses.