Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to work with universities to help train (a) doctors, (b) nurses and (c) teachers.
Answered by Robert Halfon
The department is working closely with Higher Education Providers (HEP’s) to ensure that everyone has the opportunity to access a world class education. This remains a top priority and is fundamental to the government’s ambition to level-up skills, growth, and economic opportunity across the country.
Record numbers of doctors, nurses, and other healthcare staff will be trained in England as part of the first ever NHS Long Term Workforce Plan (LTWP), which was published in June 2023. By significantly expanding domestic education, training and recruitment, we will have more healthcare professionals working in the NHS. The LTWP will:
The government is backing the LTWP with over £2.4 billion over the next five years to fund additional education and training places. This is on top of increases to education and training investment, reaching a record £6.1 billion over the next two years. The department is working closely with the Department of Health and Social Care, NHS England, the Office for Students, as well as the General Medical Council to actualise the delivery of the plan.
The department will continue to work with the sector so everyone who wants to pursue a rewarding healthcare career has the support and opportunities to do so.
There are record numbers of teachers in England’s schools, with more than 468,000 working in state-funded schools across the country, which is 27,000 (6%) more than in 2010. The department works closely with schools and universities to recruit the best teachers, in the subjects and areas they are needed most. The department has already put in place a range of measures for trainees in the 2023/24 academic, including bursaries worth up to £27,000 and scholarships worth up to £29,000, to encourage talented trainees to apply to train in key subjects such as chemistry, computing, mathematics, and physics.
The department is also offering a levelling up premium worth up to £3,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools. For 2024/25 and 2025/26, the department is doubling the rates of the levelling up premium to up to £6,000 after tax. This will support recruitment and retention of specialist teachers in these subjects and in the schools and areas that need them most.
The department is also working with the Institute for Apprenticeships and Technical Education (IfATE) and an employer-led trailblazer group to develop the Teacher Degree Apprenticeship (TDA). The TDA will be a new route into the teaching profession, for both primary and secondary teachers, through which successful candidates will ‘earn while they learn’ and attain an undergraduate degree and qualified teacher status while working in a school. Subject to IfATE approvals, the TDA standard will be published in spring 2024, with the candidate recruitment commencing from autumn 2024 and training commencing in autumn 2025.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she is taking steps to encourage collaboration between colleges and universities to (a) widen participation in tertiary education and (b) promote social mobility.
Answered by Robert Halfon
The department is investing in Institutes of Technology (IoT). IoTs are prestigious, high-quality education providers that are created through innovative collaborations that bring together the best of existing further education (FE) colleges and higher education (HE) providers with local employers. To date the IoT Network comprises 77 colleges, 35 HE providers and 99 employers. By offering a range of specialised courses, from Higher Technical Qualifications to apprenticeships, IoTs empower students to develop the practical skills and knowledge required to excel in key sectors such as engineering, healthcare digital technology and manufacturing.
FE and HE Providers across the country already collaborate at local levels to deliver education and training, ensuring learner and employer needs are met. Some of these partnerships are formal, longstanding arrangements for colleges to deliver degrees but less formal arrangements with specific courses in FE occurring to ensure progression for those who wish to go into HE.
In Plymouth, City College is working with Plymouth Marjon University and the University of Plymouth to offer foundation degrees, higher national certificates and higher national diplomas, as well as traditional degrees.
Collaborative working forms a significant part of the department’s HE access and participation reforms, which were launched in 2021. As part of these the department has tasked the Office for Students to strongly encourage universities to work with schools and colleges to drive up standards and encourage aspiration and attainment. The department wants to see universities stepping up to support students through the paths that benefit them the most, including through apprenticeships, higher technical qualifications, and vocational education as well as degrees.
The department is aware that diversifying modes of study can be an important method of broadening access and participation. HE providers have been strongly encouraged to set themselves ambitious, measurable targets to significantly increase the proportion of students on higher and degree apprenticeships, Level 4 and Level 5 courses and part time study. The department is also providing £40 million over the next two years to support degree apprenticeship providers to expand and help more people access this provision.
Uni Connect, which the department is funding at £30 million for the 2023/24 academic year, brings together partnerships of universities, colleges and other local organisations to offer activities, advice and information on the benefits and realities of going to university or college.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to support students with the cost of living.
Answered by Robert Halfon
The department has frozen maximum tuition fees for the 2023/24 and 2024/25 academic years to deliver better value for students. By the 2024/25 academic year, maximum fees will have been frozen for 7 years.
The government has continued to increase maximum loans and grants for living and other costs each year. Maximum support has been increased by 2.8% for the current 2023/24 academic year, with a further 2.5% increase announced for 2024/25.
Students awarded a loan for living costs for the 2023/24 academic year that is lower than the maximum, and whose household income for the tax year 2023/24 has dropped by at least 15% compared to the income provided for their original assessment can apply for their entitlement to be reassessed.
Decisions on student finance have had to be taken to ensure the system remains financially sustainable and the costs of HE are shared fairly between students and taxpayers, not all of whom have benefited from going to university.
The government recognises the additional cost of living pressures that have arisen this year and that are impacting students. The department has already made £276 million of student premium and mental health funding available for the 2023/24 academic year to support successful outcomes for students including disadvantaged students.
The department is making a further £10 million of one-off support available to support student mental health and hardship funding. This funding will complement the help universities are providing through their own bursary, scholarship and hardship support schemes.
Further the department is investing hundreds of millions of pounds in additional funding over the three-year period from 2022/23 to 2024/25 to support high-quality teaching and facilities including in science and engineering, subjects that support the NHS, and degree apprenticeships. This includes the largest increase in government funding for the HE sector to support students and teaching in over a decade.
That is why the department has asked the Office for Students (OfS) to maintain student premium and mental health funding for the 2023/24 financial year at the same levels as the previous year and to ensure providers are aware they can draw on the Student Premium to support students in financial hardship. The department will continue to liaise with the OfS on the impacts of cost-of-living pressures.
Between 2022/23 to 2024/25, government will have provided support worth £104 billion, an average of £3,700 per household, to help families throughout the UK with the cost-of-living including to meet increased household energy costs. This will have eased some of the pressure on family budgets and so will in turn enabled many families to provide additional support to their children in HE to help them meet increased living costs.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help mitigate the impact of inflation on real terms funding received by schools.
Answered by Damian Hinds - Minister of State (Education)
The government is committed to providing a world class education system for all children and has invested significantly in education to achieve that.
School funding is rising to £59.6 billion, from this April, meaning schools will be funded at their highest ever level in real terms per pupil. The government invested an additional £2 billion for both this year and next, announced at the 2022 Autumn Statement. As well as extra funding for the 2023 teachers’ pay award, ensuring it was properly funded.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure SEND support funding is accessible to children of armed forces personnel.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department wants all children to be able to reach their full potential and receive the right support to succeed in their education and in their move into adult life.
The department allocates Special Educational Needs and Disability support funding to English local authorities and schools. This funding is accessible to children of armed forces personnel in the same way as it is to other children.
Pupils aged 5 to 16 in state-funded education in England attract Service Pupil Premium (SPP) funding to the schools they attend if they have been recorded as having Service child status in any school census within the last six years. The SPP is currently worth £335 per eligible pupil annually and is intended to help schools support the wellbeing, and if appropriate the academic progress, of Service children.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to identify the number of children that are home schooled.
Answered by Damian Hinds - Minister of State (Education)
The department collects termly data on home educated children from local authorities on a voluntary basis. This collection has achieved a high response rate to date, and the department has received data from all local authorities in England. The aggregate-level data collected has helped the department to understand for the first time numbers of electively home-educated children on a local level and to see breakdowns by sex, age, ethnicity and other demographics as well as an understanding of the reasons that growing numbers of parents are opting to educate their children at home. The data is available at https://explore-education-statistics.service.gov.uk/find-statistics/elective-home-education/2022-23.
The department remains committed to legislation for a local authority registration system for children not in school. The proposed measures would go further than mandating the information to be recorded and kept by local authorities. The legislation will also introduce corresponding duties on parents of home-educating children to register their children with the local authority, which is a change to the current situation where there is no parental obligation to notify a local authority that home education is taking place. Additionally, providers of out-of-school education would be required to supply certain information to local authorities for their registers, which will further help to identify home-educated children.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of trends in the level of persistent school absence rates in the last 12 months.
Answered by Damian Hinds - Minister of State (Education)
Persistent absence is a post-pandemic challenge which is affecting schools around the world. With the standards of schools continuing to rise, the benefits of this success can only be felt when all children are in school.
The department knows that persistent absence is often a symptom of other problems. Progress has already been made with 380,000 fewer children persistently absent or not attending in the 2022/23 academic year than in 2021/22. The department’s comprehensive strategy to improve attendance continues to tackle this attendance challenge.
The department has published new, stronger guidance setting out the expectations for schools, academy trusts and local authorities to work together to improve attendance. To make it easier for schools and local authorities to identify pupils at risk of becoming persistently absence, a new attendance data tool to has also been piloted with 88% of state-funded schools currently involved.
This year, the department will introduce 18 new attendance hubs, bringing the total to 32 and 2,000 schools supported to tackle persistent absence. Attendance hubs involve several leading schools sharing practical solutions with others to break down barriers to attendance. From direct pupil engagement initiatives, like breakfast clubs and extracurricular activities, to improving other schools’ processes and analysis, these hubs are already making a real difference, with more than one million pupils being supported into regular education.
The department is also expanding the three-year mentoring programme to tackle absenteeism. Backed by an additional investment of £15 million, this programme provides direct intensive one-to-one support to 10,000 persistent and severely absent pupils and their families. From September 2024, attendance mentors will work in a further ten areas. These areas are in addition to the existing pilot programme with Barnardo’s, which is already operating in Middlesbrough, Doncaster, Knowsley, Salford, and Stoke on Trent.
Ten newly appointed expert attendance advisers have also played an important role in supporting local authorities and a number of multi-academy trusts with higher levels of persistent absence to review their current practice and develops plans to improve.
Alongside these measures, the department is investing:
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help tackle persistent school absences.
Answered by Damian Hinds - Minister of State (Education)
Persistent absence is a post-pandemic challenge which is affecting schools around the world. With the standards of schools continuing to rise, the benefits of this success can only be felt when all children are in school.
The department knows that persistent absence is often a symptom of other problems. Progress has already been made with 380,000 fewer children persistently absent or not attending in the 2022/23 academic year than in 2021/22. The department’s comprehensive strategy to improve attendance continues to tackle this attendance challenge.
The department has published new, stronger guidance setting out the expectations for schools, academy trusts and local authorities to work together to improve attendance. To make it easier for schools and local authorities to identify pupils at risk of becoming persistently absence, a new attendance data tool to has also been piloted with 88% of state-funded schools currently involved.
This year, the department will introduce 18 new attendance hubs, bringing the total to 32 and 2,000 schools supported to tackle persistent absence. Attendance hubs involve several leading schools sharing practical solutions with others to break down barriers to attendance. From direct pupil engagement initiatives, like breakfast clubs and extracurricular activities, to improving other schools’ processes and analysis, these hubs are already making a real difference, with more than one million pupils being supported into regular education.
The department is also expanding the three-year mentoring programme to tackle absenteeism. Backed by an additional investment of £15 million, this programme provides direct intensive one-to-one support to 10,000 persistent and severely absent pupils and their families. From September 2024, attendance mentors will work in a further ten areas. These areas are in addition to the existing pilot programme with Barnardo’s, which is already operating in Middlesbrough, Doncaster, Knowsley, Salford, and Stoke on Trent.
Ten newly appointed expert attendance advisers have also played an important role in supporting local authorities and a number of multi-academy trusts with higher levels of persistent absence to review their current practice and develops plans to improve.
Alongside these measures, the department is investing:
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to respond to reports of increases in the number of incidents of antisemitism and Islamophobia in (a) schools, (b) universities and (c) other educational settings.
Answered by Damian Hinds - Minister of State (Education)
It has been deeply concerning to see the rises both in antisemitism and in Islamophobia since the 7 October terrorist attacks against Israel. All education settings have a legal duty of care to safeguard and protect the welfare of all children and students; and must have regard to equalities legislation and comply with relevant provisions under the Equality Act 2010.
Every school and further education provider, including independent and faith schools, should actively promote the shared values, including mutual respect and tolerance for those of different faiths and beliefs. The department has published advice on promoting these values and made resources available on challenging antisemitism and anti-Muslim hate at: https://www.educateagainsthate.com/.
The department has also published the Preventing and Tackling Bullying guidance, which directs schools to organisations who can provide support with tackling bullying related to race, religion and nationality. The guidance is available at: https://www.gov.uk/government/publications/preventing-and-tackling-bullying. The department is providing over £3 million of funding, between 10 August 2021 and 31 March 2024 to five anti-bullying organisations, which includes projects to tackle hate-related bullying on the basis of race and faith.
In the Autumn Statement, on 22 November 2023, the government has announced a further £7 million of funding over the next three years to help tackle antisemitism in education, and to ensure support is in place for schools, colleges, and universities to understand, recognise and deal with antisemitism effectively.
In universities the department is working to introduce a Tackling Antisemitism Quality Seal, which will be awarded to providers who’ve shown leadership and excellent practice in their approach to antisemitism. A five-point plan has been set out that both the department and university leaders should take to strengthen our support for Jewish students. The plan is available at: https://educationhub.blog.gov.uk/2023/11/05/how-were-protecting-jewish-students-on-university-campuses/. The department also welcomes guidance produced by Universities UK, which focuses on tackling anti-Muslim hatred available at: https://www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/tackling-islamophobia-and-anti-muslim.
The department continues to engage both with Jewish and with Muslim groups, including the Union of Jewish Students and Tell MAMA, and is actively assessing incidents affecting both communities. Where there are serious concerns, departmental officials have reached out to providers to understand what actions have been taken.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department will make an assessment of the potential merits of mandating universities to award honorary teaching degrees to people who gained a certificate of education from teacher training colleges prior to the year 2000.
Answered by Damian Hinds - Minister of State (Education)
The department does not have degree awarding powers and is therefore not in a position to award honorary teaching degrees. The award of degrees can only be made by institutions with degree-awarding powers.