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 increase the number of primary school children meeting expected standards in maths.
Answered by Damian Hinds
Since 2010, the department has overseen a transformation in the way mathematics is taught in schools, based on the best available international evidence. Reform of the mathematics curriculum and testing system was accompanied by the introduction of a national network of 40 Maths Hubs in 2014 and overseen by the National Centre of Excellence in Teaching Mathematics, to help local schools improve the quality of their teaching.
Maths Hubs deliver our Teaching for Mastery programme, which is bringing teaching practice from high performing East Asian jurisdictions to primary and secondary schools across England. The programme aims to reach 75% of primary schools by 2025. Maths Hubs also run the Mastering Number programme which helps children in the first years of primary school master the basics of arithmetic, including number bonds and times tables.
The percentage of pupils meeting the key stage 2 expected standard in mathematics in the 2022/23 academic year was 73%, up from 71% in 2021/22. Pre-pandemic, England achieved its highest ever mathematics score in the 2019 Trends in International Mathematics and Science Study international test for year 5 pupils. Although the study was affected by the pandemic, analysis of the Programme for International Student Assessment 2022 results for 15 year olds showed that England had risen in the rankings, from seventeenth for mathematics in 2018, to eleventh. Ofsted recently found a “resounding, positive shift in primary mathematics education”.
All eligible year 4 pupils in England are required to take the Multiplication Table Check, which is an on screen assessment testing pupils' ability to fluently recall their knowledge of multiplication tables up to 12x12. 29% of eligible children scored full marks in 2023, up from 27% in 2022, and the average attainment score in 2023 was 20.2, up from 19.8 in 2022.
The department has introduced a new national professional qualification (NPQ) in Leading Primary Mathematics (LPM) to help schools provide pupils with the foundational mathematics knowledge and skills they need for future attainment and employment. The NPQ LPM enables teachers and leaders to draw upon the best available evidence on how to teach mathematics to primary pupils. The NPQ is aimed at those who already have a secure understanding of mastery approaches and will build their leadership capability to enable them to improve mastery teaching of mathematics across a school.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what her planned timetable is for completing RAAC remedial works in all (a) schools and (b) colleges.
Answered by Damian Hinds
Well-maintained, safe school buildings are a priority for the department to support a high-quality education for all children. The department has allocated over £15 billion since 2015 for keeping schools safe and operational, including £1.8 billion in the 2023/24 financial year. In addition, the School Rebuilding Programme is transforming poor condition buildings at over 500 schools.
The government is funding the removal of RAAC present in schools and colleges either through grants, or through the school rebuilding programme. A list of education settings with confirmed RAAC and the funding route to remove RAAC was published on 8 February, available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-raac-management-information.
The longer-term requirements of each school or college will vary depending on the extent of the issue and nature and design of the buildings. Permanently removing RAAC may involve refurbishment of existing buildings or rebuilding affected buildings. For schools joining the School Rebuilding Programme, schools will be prioritised for delivery according to the condition need of their buildings, readiness to proceed, and efficiency of delivery. For schools and colleges receiving grants, we are working with the responsible bodies to support them through the grants process as they undertake the buildings works to remove RAAC permanently.
In some cases, this may involve undertaking technical assessments to inform the design of building works and in other cases the removal or RAAC is already underway and will be completed in the coming months. The department is working with responsible bodies to take forward this work as quickly as possible.
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 the impact of trends in the number of international students on higher education institutions.
Answered by Robert Halfon
The government keeps under review the number of international students attending our universities.
The government is proud of the UK’s world class higher education (HE) sector and recognises the contribution made by international students to our universities. The department is proud to have met its international student recruitment ambition, as set out in the International Education Strategy in each of the past two years.
The Office for Students (OfS), as the independent regulator of HE in England, is responsible for monitoring and reporting on the sustainability of HE providers. The department works closely with the OfS to understand the impact of international student recruitment.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of planned reforms to university admissions on the (a) number and (b) demographic of students applying to university.
Answered by Robert Halfon
Higher education (HE) providers are autonomous organisations responsible for their own admissions decisions. The government takes a close interest in ensuring that the HE admissions system is fair and works well for students.
UCAS have reformed the academic reference for 2024 HE admissions to provide clarity and improve fairness for applicants. UCAS have also consulted on reform of the applicant personal statement to simplify the process and ensure that universities hear from applicants in their own words.
The department will continue to work with UCAS and sector bodies to improve transparency of the university admissions process, enhance student choice, and to improve fairness for applicants of all backgrounds.
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 help support postgraduate students with the cost of living.
Answered by Robert Halfon
The government introduced postgraduate loans as a contribution to the cost of postgraduate level study.
The maximum loan available has continued to increase each year, by 2.8% for the current 2023/24 academic year, with a further 2.5% increase announced for 2024/25.
Decisions on student finance have had to be taken to ensure the system remains financially sustainable and the costs of higher education (HE) are shared fairly between students and taxpayers, not all of whom have benefited from going to university.
Overall, support to households to help with the high cost of living is worth £94 billion over 2022/23 to 2024/25, an average of £3,300 per UK household. The government believes this will ease the pressure on family budgets and will in turn enable many families to provide additional support to their children in HE to help them meet increased living costs.
Students in private rented accommodation who are provided energy through a commercial entity may also benefit from the Energy Bills Discount Scheme (EBDS) which provides a baseline discount on energy bills for non-domestic users locked into high fixed price tariffs. Any non-domestic user who benefits from the EBDS must ensure the benefit is passed through to the end user, such as students in private rented accommodation. The EBDS runs for 12 months from 1 April 2023 to 31 March 2024.
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 tackle regional disparities in (a) the identification of and (b) access to support for SEND.
Answered by David Johnston
In the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan, published in March 2023, the department set out plans to build a consistent national SEND and AP system which parents and carers can trust, easily navigate and have confidence in, wherever they live in the country.
The foundation for the new, nationally consistent SEND and AP system will be the new evidenced-based National Standards for the early and accurate identification of need and timely access to support to meet those needs. The standards will include clarifying the types of support that should be available in mainstream settings and who is responsible for securing the support.
This will help families, practitioners and providers understand what support every child or young person should be receiving from early years through to further education, no matter where they live or what their needs are. By the end of 2025, the department will publish a significant proportion of the National Standards.
New local SEND and AP partnerships will support this work by bringing together Education, Health and Care partners with local government to produce evidence-based Local Area Inclusion Plans. These plans will set out how to meet the needs of children and young people with SEND and in AP in the local area, in line with National Standards.
The department is testing and refining reforms through its Change Programme to collect evidence about what works for children and young people with SEND and their families at a local level. The department is working with 32 local authorities and their local areas in each of the nine regions.
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
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.