Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of employing veterans in schools to provide courses on leadership and resilience for (a) teachers and (b) students.

Answered by Damian Hinds - Minister of State (Education)

A key principle behind the government's plan for education is to give teachers and school leaders the freedom to use their professional judgement to do what works best for their pupils. As such, headteachers are ultimately responsible for employment in their schools and the department trusts them to take decisions about the right mix of qualifications, skills and experience that they expect teachers in their schools to have.

The department recently reviewed the Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF) alongside each other and revised the ITT CCF and the ECF into the combined and updated Initial Teacher Training and Early Career Framework (ITTECF). This now covers the first three years or more at the start of a teacher’s career, and sets out the entitlement of every trainee and early career teacher (ECT) to the core body of knowledge, skills and behaviours that define great teaching. The ITTECF is universal and designed to work for all teachers, across all phases and subjects.

Beyond this, school leaders are responsible for ensuring their workforce has appropriate training to meet the needs of all pupils, which is in line with the department’s position on school autonomy and school leaders being best placed to assess the needs of their pupils and workforce.

The government remains committed to supporting veterans with a passion for teaching to enter the profession, both in schools and the further education sector. The department is working with the Ministry of Defence to ensure veterans are aware of the range of programmes and support available through the department’s services and bursaries.

Veterans are eligible for a tax-free undergraduate bursary of £40,000 if they are:

• A veteran who has left full-time employment with the British Army, Royal Air Force or Royal Navy no more than 5 years before the start of the teacher training course.
• Training to teach secondary biology, chemistry, computing, languages, maths or physics.
• Doing an undergraduate degree leading to qualified teacher status (QTS) in England.

Graduate veterans may also be eligible for a postgraduate scholarship or bursary if they are training to teach priority subjects.

More information on how the department support veterans to become teachers, including the offer of one-to-one support from a teacher training advisor, can be found here: https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of introducing veteran awareness training for teachers.

Answered by Damian Hinds - Minister of State (Education)

A key principle behind the government's plan for education is to give teachers and school leaders the freedom to use their professional judgement to do what works best for their pupils. As such, headteachers are ultimately responsible for employment in their schools and the department trusts them to take decisions about the right mix of qualifications, skills and experience that they expect teachers in their schools to have.

The department recently reviewed the Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF) alongside each other and revised the ITT CCF and the ECF into the combined and updated Initial Teacher Training and Early Career Framework (ITTECF). This now covers the first three years or more at the start of a teacher’s career, and sets out the entitlement of every trainee and early career teacher (ECT) to the core body of knowledge, skills and behaviours that define great teaching. The ITTECF is universal and designed to work for all teachers, across all phases and subjects.

Beyond this, school leaders are responsible for ensuring their workforce has appropriate training to meet the needs of all pupils, which is in line with the department’s position on school autonomy and school leaders being best placed to assess the needs of their pupils and workforce.

The government remains committed to supporting veterans with a passion for teaching to enter the profession, both in schools and the further education sector. The department is working with the Ministry of Defence to ensure veterans are aware of the range of programmes and support available through the department’s services and bursaries.

Veterans are eligible for a tax-free undergraduate bursary of £40,000 if they are:

• A veteran who has left full-time employment with the British Army, Royal Air Force or Royal Navy no more than 5 years before the start of the teacher training course.
• Training to teach secondary biology, chemistry, computing, languages, maths or physics.
• Doing an undergraduate degree leading to qualified teacher status (QTS) in England.

Graduate veterans may also be eligible for a postgraduate scholarship or bursary if they are training to teach priority subjects.

More information on how the department support veterans to become teachers, including the offer of one-to-one support from a teacher training advisor, can be found here: https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 15 March 2024 to Question 17304 on Teachers: Veterans, how many people applied for the undergraduate veteran teaching bursary in the academic years (a) 2022-23 and (b) 2023-24; and what steps he is taking to increase the number of undergraduate veteran teachers.

Answered by Damian Hinds - Minister of State (Education)

Initial teacher training (ITT) providers are responsible for the management and administration of bursary payments, including assessment of eligibility. Trainees do not need to apply for a bursary and will automatically receive this from their ITT provider if eligible.

The undergraduate veteran teaching bursary is paid over the final two years of the course, with £20,000 payable in each year. In the 2022/23 and 2023/24 academic years, five individual trainees received the undergraduate veteran teaching bursary, three of whom received a bursary in both years. Figures may be subject to change due to ongoing data collection and assurance.

The department supports veterans into teaching in primary, secondary, and further education through its broad support services and bursaries. Since the publication of its commitments in the ‘Veterans Strategy Action Plan 2022 to 2024’, the department has tailored support and communications for the veteran community including dedicated teacher training advisers, webpages, case study blogs on the ‘Get Into Teaching’ website and information in Civvy Street publications. More information from Get Into Teaching is available here: https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran and here: https://getintoteaching.education.gov.uk/blog/from-the-army-to-teacher-training. More information from Civvy Street can be found here: https://civvystreetmagazine.co.uk/2023/05/bring-your-unique-perspective-to-the-classroom-get-into-teaching-2/.

Also available are bespoke webinars, and the opportunity to attend regional employer fairs with the Career Transition Partnership (CTP) and British Forces Resettlement Service (BFRS). More information about the CTP can be found here: https://www.ctp.org.uk/job-finding/directory/get-into-teaching. More information about the BFRS can be found here: https://www.bfrss.org.uk/profiles/companies/986419/.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the impact of trends in the level of funding of Adult and Community Education since 2010 on that sector; and whether she plans to restore funding to 2010 levels.

Answered by Luke Hall - Minister of State (Education)

The department is continuing to invest in education and skills training for adults through the Adult Education Budget (AEB), the Multiply programme and Skills Bootcamps.

The AEB is worth £1.34 billion in 2023/24 and approximately 60% of the AEB is devolved to nine Mayoral Combined Authorities (MCA) and the Greater London Authority (GLA). These authorities are now responsible for the provision of AEB-funded adult education for their residents. The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas.

In ESFA AEB areas, the department applied a 2.2% increase to the final earnings for all AEB formula-funded provision, excluding associated learner and learning support, in 2022/23 and 2023/24. The department also applied a 20% boost on top of earnings for all AEB formula-funded provision in six sector subject areas: Engineering, Manufacturing Technologies, Transport Operations and Maintenance, Building and Construction, ICT for Practitioners, and Mathematics and Statistics. Additionally, in 2024/25, as part of the AEB transition to the Adult Skills Fund, the department will introduce five new funding rates that will apply to the ESFA Adult Skills Fund with 78% of qualifications seeing a funding increase.

Prior to devolution, the Community Learning portion of the AEB amounted to approximately £230 million in 2018/19. The department does not collect data on what MCAs and the GLA currently spend on Community Learning.

In 2024/25, as part of the Adult Skills Fund, the term Tailored Learning brings together what was the AEB Community Learning, formula-funded AEB non-regulated learning, which was previously delivered through the adult skills, and new employer-facing innovative provision that is not qualification based.

The department is also providing up to £270 million directly to local areas in England to deliver innovative interventions to improve adult numeracy through the Multiply programme. The department is also building the evidence base on what works to improve adult numeracy, including through randomised control trials.

Skills Bootcamps are free, flexible courses of up to 16 weeks, giving people the opportunity to build up sector-specific skills, with an offer of a job interview upon completion. This is supported by £550 million over the current Spending Review period as well as £170 million in grant funding to MCAs and local areas in 2024/25.

Spend by the department on further education is reported through publication of the Annual Report and Accounts. This can be found here: https://www.gov.uk/government/collections/dfe-annual-reports.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps he is taking to help encourage individuals out of work to undertake (a) digital and (b) IT qualifications.

Answered by Jo Churchill - Minister of State (Department for Work and Pensions)

Jobcentre Plus Work Coaches will engage with customers to better understand the steps needed to support their work search ambitions. Where digital skills are identified as a barrier to securing or progressing in employment, customers can be referred to available local provision. For customers in England, we have ongoing collaboration at a national and local level with the Department for Education who fund adult education provision via the Adult Education Budget (AEB). Learning providers, many of which are Further Education colleges, deliver training to address claimant skills needs in line with Labour Market demand. As skills is a devolved matter, similar discussions take place with key stakeholders in the Scottish and Welsh Governments to help ensure the employment and skills support offered to customers in the devolved nations is aligned.

In addition, Work Coaches in England can use the additional flexibility available through DWP Train and Progress to signpost claimants to the Department for Education’s Digital Skills Bootcamps, which can last up to 16 weeks.

For digitally excluded working age out-of-work and in-work Universal Credit customers, Work Coaches can also use the Flexible Support Fund (FSF) to procure devices, dongle, talk time, and 6 months superfast broadband in the home where the Work Coach believes this will support Labour Market progression. DWP has also ensured that all operational staff in Jobcentres, Universal Credit service centres, Pension Centres, and partnership managers who engage with customers and stakeholders are able to signpost to information promoting broadband social tariffs made accessible to claimants through DWP’s Application Programme Interface.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps he is taking to help ensure that job centres work with Further Education colleges to support adult learners to gain skills and qualifications.

Answered by Jo Churchill - Minister of State (Department for Work and Pensions)

For customers in England, we have ongoing collaboration at a national and local level with the Department for Education who fund adult education via the Adult Education Budget (AEB). Learning providers, many of which are Further Education colleges, deliver training to address customer skills needs in line with labour market demand. As skills is a devolved matter, similar discussions take place with stakeholders in the Scottish and Welsh Governments.

Local Jobcentre Plus partnership teams work directly with colleges and training providers in their area to ensure claimants have access to the right skills support. In England, this partnership is facilitated in part by the Department for Education’s employer representative body led Local Skills improvement Partnerships.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps he is taking to help individuals out of work improve their (a) numeracy and (b) literacy skills.

Answered by Jo Churchill - Minister of State (Department for Work and Pensions)

Jobcentre Plus Work Coaches engage with customers to better understand the steps needed to support their work search. Where essential skills needs are identified as a barrier to securing or progressing in employment, customers can be referred to available local provision which can include essential maths and numeracy training available through Multiply, English (literacy and English as a Second Language, ESOL) and digital skills, as well as other key vocational focussed opportunities.

Through DWP Train and Progress the length of time Universal Credit (UC) customers can undertake work-focused training has been extended. UC claimants are now able to attend full-time work-related training for up to 16 weeks.

For customers in England, we have ongoing collaboration at a national and local level with the Department for Education who fund adult education through the Adult Education Budget (AEB). Learning providers, many of which are Further Education colleges, deliver training to address customer skills needs in line with labour market demand. As skills is a devolved matter, similar discussions take place with key stakeholders in the Scottish and Welsh Governments to help ensure the employment and skills support offered to claimants in the devolved nations is aligned.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential impact of the phased removal of the tolerance of students who do not meet the 16 to 19 maths and English condition of funding from 5% to 0%, starting in academic year 2026-27, on (a) further education colleges and (b) independent training providers.

Answered by Luke Hall - Minister of State (Education)

This government recognises the importance of literacy and numeracy skills, both in work and everyday life. Securing good levels of literacy and numeracy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.

The changes to the mathematics and English condition of funding are intended to have a positive effect on 16-19 students, giving them the English and mathematics skills they need to progress in life and work. The changes also bring England in line with other countries in the Organisation for Economic Co-operation and Development (OECD), where 16-19 students receive significantly more hours of English and mathematics teaching. For the 2024/2025 academic year, the department expects providers to comply as far as reasonably possible with the changes, so they have time to plan and prepare before the department measures compliance from the 2025/2026 academic year. Only then will the department begin the phased removal of the tolerance. More information about mathematics and English condition funding can be found here: https://www.gov.uk/guidance/16-to-19-funding-maths-and-english-condition-of-funding.

As the department works with the sector on implementation, the department remains committed to considering the impacts on students in further education colleges and independent training providers. This includes the workforce implications, and maximising the benefits for them.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has undertaken an assessment of the impact of the 16 to 19 maths and English condition of funding on (a) student experience of learning at and (b) staffing levels in (i) further education colleges and (ii) independent training providers.

Answered by Luke Hall - Minister of State (Education)

This government recognises the importance of literacy and numeracy skills, both in work and everyday life. Securing good levels of literacy and numeracy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.

The changes to the mathematics and English condition of funding are intended to have a positive effect on 16-19 students, giving them the English and mathematics skills they need to progress in life and work. The changes also bring England in line with other countries in the Organisation for Economic Co-operation and Development (OECD), where 16-19 students receive significantly more hours of English and mathematics teaching. For the 2024/2025 academic year, the department expects providers to comply as far as reasonably possible with the changes, so they have time to plan and prepare before the department measures compliance from the 2025/2026 academic year. Only then will the department begin the phased removal of the tolerance. More information about mathematics and English condition funding can be found here: https://www.gov.uk/guidance/16-to-19-funding-maths-and-english-condition-of-funding.

As the department works with the sector on implementation, the department remains committed to considering the impacts on students in further education colleges and independent training providers. This includes the workforce implications, and maximising the benefits for them.

Question to the Department for Education:

To ask His Majesty's Government what are the latest available data on the number and percentage of students who left school after their A-levels to go into work; and what percentage of them received (1) 100 UCAS points or above in their A-levels, and (2) 150 UCAS points or above in their A-levels.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The department publishes information on the sustained destinations of students after 16-18 study, broken down by the level at which they studied. The table below gives the latest data on the number and percentage of students who were deemed to be at the end of 16-18 study in 2020/21 (2021 leavers) and their sustained destination in the 2021/22 academic year.

This is for students studying at level 3 and the number and percentage that went on to sustain an employment destination.

The destinations data does not include information on students’ A level results or UCAS points. However, over three quarters of students who studied an approved level 3 qualification completed A Levels.

• Sustained employment destination: in order to count as a sustained destination, the student must have six months of continuous employment activity between October and March in 2021/22.
• The way the department decides when a student is at the end of 16 to 18 study has changed for the 2020/21 (2021 leavers) and comparisons to previous cohorts should be treated with extreme caution.
• Total state-funded mainstream schools and colleges covers all state-funded mainstream schools, academies, free schools, city technology colleges, sixth-forms and other further education sector colleges. Excludes alternative provision, special schools, other government department funded colleges and independent schools.

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