Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help homeless young people access vocational courses.
Answered by Robert Halfon
Students and young people participating in vocational education or training that are homeless may access a range of financial support to help them to participate.
Students aged 16-19, or aged up to 25 with an education, health and care (EHC) plan may be able to receive support from the 16-19 Bursary Fund. This supports financially disadvantaged students, helping them remain in education or training, and supports them in meeting costs associated with studying, such as travel, books, equipment, and trips. In the 2022/23 academic year the department allocated nearly £144 million for institutions to help these students. In addition, the department has made available Bursary Funds of over £21 million for vulnerable 16–19-year-old students (such as those who are in care, care leavers and those who are supporting themselves and claiming benefits). The department has also made over £31 million available for free meals in further education, as well as childcare and residential support where needed.
The department wants more young people to benefit from apprenticeships that offer high quality training and opportunities for progression. The department is increasing investment in apprenticeships to £2.7 billion by 2024/25 and continuing to offer £1,000 payments to employers when they hire apprentices aged 16 to18, or those aged 19 to 24 who are care leavers or have an EHC plan.
The Adult Education Budget (AEB), worth £1.34 billion in the 2022/23 academic year, fully funds or co-funds skills provision for eligible adults aged 19 and above from pre-entry to level 3, to help them gain the skills they need for work, an apprenticeship or further learning.
The AEB includes funding to enable colleges and providers to help adult learners, including those who are homeless, to overcome barriers which prevent them from taking part in learning. This includes Learner Support for learners aged over 19 with a specific financial hardship, where providers have discretion to help learners meet the costs associated with studying. Learning Support also enables colleges and training providers to meet the additional needs of learners with learning difficulties and/or disabilities and meet the costs of reasonable adjustments as set out in the Equality Act 2010. Learning Support can cover a range of needs including an assessment for dyslexia, funding to pay for specialist equipment or helpers, and arranging signers or note takers.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps the Department is taking to improve the provision of education for children or young people with special educational needs and disabilities.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
On 29 March, the department published the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) green paper, which sets out our plans to improve the experience and outcomes for children and young people with SEND and those who need AP, within a fairer and more financially sustainable system.
The consultation closed on 22 July. The department is currently reviewing the feedback received and using this, along with continued engagement with the system, to inform the next stage of delivering improvements for children, young people and their families.
The department is committed to publishing a full response to the green paper in an improvement plan early in early 2023.
The department will continue to support the system in the immediate term to deliver change and continue to improve the experience and outcomes for children and young people with SEND and those who need AP.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent steps her Department taken to help West Midlands secondary schools provide extra support to dyslexic students.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
The department is acting to improve early identification and intervention for Special Educational Needs and Disabilities (SEND), such as dyslexia, through the reforms outlined in the Schools White Paper and the SEND and Alternative Provision Green Paper. These build on measures already in place to identify pupils who are facing challenges, including with literacy and reading, to help teachers understand how best to support them.
The department has introduced a new National Professional Qualification for Leading Literacy to drive up standards of literacy teaching and improve literacy and language outcomes for every child, including those who are struggling.
Next year, the department will publish the Reading framework Part 2, which will provide evidence based non-statutory guidance on teaching reading for later key stages, and supporting children who are struggling to read, including those with special educational needs.
This builds on the excellent support already available to primary school pupils in the West Midlands via two English Hubs, St John Bosco Catholic Primary School in Sandwell, and Little Sutton Primary School in Birmingham. English Hubs offer targeted support to local schools, academies and free schools to improve the teaching of phonics, early language and reading in Reception and Year 1.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent steps her Department has taken to improve the (a) identification and(b) diagnosis of dyslexic school pupils at the earliest stage possible.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
I refer the hon. Member for Birmingham, Selly Oak to the answer given on 28 November 2022 to Question 92078.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance her Department provides to (a) local and (b) devolved authorities on the (i) continuation, (ii) funding and (ii) provision of ESOL courses.
Answered by Robert Halfon
The department recognises that English language skills are essential to help people integrate into life in the UK, as well as to break down barriers to work and career progression. That is why we want to support people in the UK to secure the English language skills they need.
The department funds English for Speakers of Other Languages (ESOL) provision for eligible adults aged 19 and over through the Adult Education Budget (AEB).
Currently, approximately 60% of the AEB is devolved to nine Mayoral Combined Authorities and delegated to the Mayor of London acting through the Greater London Authority. These authorities are responsible for the provision of adult education and allocation of the AEB in their local areas.
The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas, where colleges and training providers have the freedom and flexibility to determine how they use their AEB to meet the needs of their communities. Guidance for these providers is set out in the ESFA Adult Education Budget Funding Rules 2022/23, which can be found here: https://www.gov.uk/government/publications/adult-education-budget-aeb-funding-rules-2022-to-2023.
In addition, the department continues to improve the ESOL offer for learners. The department is also ensuring the continued quality of ESOL qualifications through the Qualifications Review. We have also acted quickly to make new arrivals from Afghanistan and Ukraine under designated schemes immediately eligible for fully or co-funded ESOL through the Adult Education Budget.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps to help ensure that ESOL courses are continually funded in England.
Answered by Robert Halfon
The department recognises that English language skills are essential to help people integrate into life in the UK, as well as to break down barriers to work and career progression. That is why we want to support people in the UK to secure the English language skills they need.
The department funds English for Speakers of Other Languages (ESOL) provision for eligible adults aged 19 and over through the Adult Education Budget (AEB).
Currently, approximately 60% of the AEB is devolved to nine Mayoral Combined Authorities and delegated to the Mayor of London acting through the Greater London Authority. These authorities are responsible for the provision of adult education and allocation of the AEB in their local areas.
The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas, where colleges and training providers have the freedom and flexibility to determine how they use their AEB to meet the needs of their communities. Guidance for these providers is set out in the ESFA Adult Education Budget Funding Rules 2022/23, which can be found here: https://www.gov.uk/government/publications/adult-education-budget-aeb-funding-rules-2022-to-2023.
In addition, the department continues to improve the ESOL offer for learners. The department is also ensuring the continued quality of ESOL qualifications through the Qualifications Review. We have also acted quickly to make new arrivals from Afghanistan and Ukraine under designated schemes immediately eligible for fully or co-funded ESOL through the Adult Education Budget.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of ESOL for adult learners seeking to improve their levels of English to help them gain employment.
Answered by Robert Halfon
The department recognises that English language skills are essential to help people integrate into life in the UK, as well as to break down barriers to work and career progression. That is why we want to support people in the UK to secure the English language skills they need.
The department funds English for Speakers of Other Languages (ESOL) provision for eligible adults aged 19 and over through the Adult Education Budget (AEB).
Currently, approximately 60% of the AEB is devolved to nine Mayoral Combined Authorities and delegated to the Mayor of London acting through the Greater London Authority. These authorities are responsible for the provision of adult education and allocation of the AEB in their local areas.
The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas, where colleges and training providers have the freedom and flexibility to determine how they use their AEB to meet the needs of their communities. Guidance for these providers is set out in the ESFA Adult Education Budget Funding Rules 2022/23, which can be found here: https://www.gov.uk/government/publications/adult-education-budget-aeb-funding-rules-2022-to-2023.
In addition, the department continues to improve the ESOL offer for learners. The department is also ensuring the continued quality of ESOL qualifications through the Qualifications Review. We have also acted quickly to make new arrivals from Afghanistan and Ukraine under designated schemes immediately eligible for fully or co-funded ESOL through the Adult Education Budget.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure an early diagnosis of dyslexia in school.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
The department is taking actions to improve early identification and intervention for special educational needs and disabilities (SEND), such as dyslexia, through the reforms outlined in the Schools White Paper and SEND and Alternative Provision Green Paper. These build on measures already in place to identify pupils who are facing challenges, including with literacy and reading, and to help teachers understand how best to support them. There are a number of standardised assessments that schools carry out which measure progress and help teachers identify where pupils may require additional support, such as the Phonics Screening Check and end of key stage 1 and key stage 2 statutory assessments.
The department’s SEND Code of Practice is clear that meeting the needs of a child with dyslexia is not dependent on a diagnostic label or test. Instead, the department expect teachers to monitor the progress of all pupils and put support in place where needed. To support teachers in doing this the department has launched the English Hubs programme, introduced a new National Professional Qualification for Leading Literacy, and updated the list of high-quality phonics programmes for schools.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent steps her Department has taken to help increase the number of children playing sport at school.
Answered by Nick Gibb
Through the primary physical education (PE) and sport premium, the Department has devoted over £2 billion of ringfenced funding to primary schools to improve PE and sport since 2013.
The premium supports primary schools to make additional and sustainable improvements to the quality of PE and sport. The Government has announced that the £320 million primary PE and sport premium and funding for School Games Organisers will continue for the 2022/23 academic year.
The Government is supporting schools to open their sports facilities beyond the school day to offer more opportunities for pupils and communities to play sport and be physically active. Building on an initial £1.6 million in 2020, £10.1 million of extra funding has supported schools across England to open their sports facilities outside of the school day. In October 2021, the Government announced that it will spend nearly £30 million per year to fund phase three of the Opening School Facilities programme, as well as to improve the teaching of PE and sport at primary school.
The Government is updating the cross-Government School Sport and Activity Action Plan. This will be published in due course, to align with timing of the Government’s new sport strategy.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the independent review of children’s social care final report, published in May 2022, what recent assessment she has made of the potential merits of providing kinship carers with (a) paid time off work when a child starts living with them and (b) financial allowances at the same rate as foster carers.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
The department recognises the invaluable and important role that kinship carers play in their kin children’s lives. The recently published Independent Review of Children’s Social Care set out recommendations on how the government can better support kinship families.
The department is now considering how to take these recommendations forward, including the recommendations to create a financial allowance and a new paid parental leave entitlement for kinship carers.
The department is working on an ambitious and comprehensive response to the recommendations in the review.