Asked by: Lloyd Russell-Moyle (Labour (Co-op) - Brighton, Kemptown)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the implications for her policies of the results of trials of reduced teaching hours for teachers in schools.
Answered by Damian Hinds - Minister of State (Education)
The department is taking action to encourage and support schools to adopt a strategic approach to implementing flexible working.
The department knows that flexible working is increasingly viewed as an expectation for employees across other sectors. That is why the department is always interested to hear from stakeholders who are trialling new approaches to embedding flexible working practices in schools. For example, the department knows that some schools have re-organised their timetable within their existing funding, giving teachers one full day of planning, preparation and assessment time a week which they can undertake from home. Innovative approaches like this could be an effective way to improve staff wellbeing and help with staff retention.
If a school decides to make significant changes to its staffing arrangements, it will be important to consider the impact on those affected, including pupils and teachers. Schools should also consider the government expectation that all state-funded mainstream schools will deliver at least a 32.5 hour school week by September 2024.
Asked by: Mohammad Yasin (Labour - Bedford)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment has been made of the potential impact of the withdrawal of the WJEC Level 3 qualification in Criminology on the (a) diversity and (b) inclusivity of post-16 education (i) for students from (A) disadvantaged backgrounds and (B) underrepresented groups and (ii) generally.
Answered by Luke Hall - Minister of State (Education)
Qualifications reform aims to streamline the qualifications landscape, simplify choices for students and only fund qualifications that are necessary, high-quality and lead to good progression outcomes.
Between October 2020 and January 2021, the government consulted on proposals to reform post-16 technical and academic qualifications at Level 3. A subsequent policy statement, published in July 2021, considered all the evidence submitted by consultation respondents. This can be found here: https://www.gov.uk/government/publications/reforms-to-post-16-qualifications-at-level-3-in-england.
Qualification reform places A levels and T Levels at the heart of study programmes, which evidence shows provide the best foundation to progress, either into higher education (HE) or skilled employment. The department recognises there is a need for alternative academic qualifications (AAQs) in a small range of subjects aimed at progression to HE, to support the A level offer. The department will fund small AAQs where they are necessary because there is no A level in the sector subject area or where it is strategically important to do so.
Qualifications reforms are being undertaken in cycles. Criminology qualifications will be considered in cycle 2. An announcement, on which qualifications will be approved and which will see funding removed, will be made in 2025 and implemented from 1 August 2026. Criminology is contained in the sector subject area of sociology and social policy which also contains a sociology A level that will serve students wishing to progress to HE. For those wishing to progress into other careers, such as police or prison officer, they could undertake small AAQs in subjects such as uniformed protective services alongside A levels such as physical education and sociology. Our reforms also allow for technical occupational entry qualifications to be developed. Consequently, criminology has not been listed as an area where the department would accept a small AAQ.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole, which can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
For students from disadvantaged backgrounds and underrepresented groups, the department expects the impact to be generally positive, as those learners will see the biggest improvement in the quality of qualifications, and their outcomes thereafter. Students are expected to benefit from a more rigorous qualification system, with qualifications that better equip students with the necessary skills for progression into employment or further study. This in turn should help improve their economic returns and employability. However, the department recognises that for a small minority of students, Level 3 may not be achievable in future. That is why the department is raising the quality of qualifications at Level 2 and below so that there is plenty to offer students from all backgrounds who cannot access Level 3 straightaway, or for students who wish to exit into valuable occupations at Level 2.
There will also be provision available for students who require additional help and support to reach Level 3. This includes the academic progression programme pilot and the T Level foundation year, where the department has seen 49% of students progress to Level 3 or higher from the first cohort.
Asked by: Matt Western (Labour - Warwick and Leamington)
Question to the Department for Education:
To ask the Secretary of State for Education, how many and what proportion of students came from a sixth form or college within 15 miles of their university in the period between 2015 and 2023.
Answered by Luke Hall - Minister of State (Education)
The information is not readily available or held centrally and could only be obtained at disproportionate cost.
Asked by: Bridget Phillipson (Labour - Houghton and Sunderland South)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the oral statement of the Parliamentary Under-Secretary of State for Education of 23 April 2023 on Childcare Entitlements, Official Report, for what reason the statement was made (a) before the publication of a National Audit Office (NAO) on that matter and (b) while the NAO report was under embargo.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
This government’s plan to support hard working families is working. The department are making the largest ever investment in childcare in England’s history. By September 2025, when the new entitlements are fully rolled out, working families will on average save £6,900 with 30 hours free childcare from when their child is 9 months old until they start school.
The roll out has already been successful, with the government exceeding its targets for the April roll out of the first 15 hours for two year olds. As the Minister for Children, Families and Wellbeing set out in a statement to the house yesterday, and as acknowledged by the National Audit Office report, parents of over 195,000 two year olds are now benefitting from this government’s new and historic childcare offer.
Asked by: Seema Malhotra (Labour (Co-op) - Feltham and Heston)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions she has had with Mayoral Combined Authorities on Local Skills Improvements Plans.
Answered by Luke Hall - Minister of State (Education)
The department is delighted that across all areas of England, employer-led local skills improvement plans (LSIPs) have already helped engage thousands of local businesses and have brought them together with local providers and stakeholders, including the Mayoral Combined Authorities (MCAs) and the Greater London Authority (GLA), to collaboratively agree and deliver actions to address local skills’ needs. LSIPs were designed to support local innovation and growth so that every part of the country can succeed in its own unique way.
The department has purposely given employers the leading role in developing LSIPs, as they know their skills’ needs best. However, the department recognises the importance of the MCAs and GLA being involved in LSIPs, given their role as commissioners in their local areas and to support employer representative bodies (ERBs) to consider skills priorities within the broader context of economic growth and development. That is why the department placed a duty on the Secretary of State for Education to be satisfied, in approving LSIPs, that the views of the MCAs and the GLA had been considered in their development. The department also engaged MCAs and the GLA in the development of the LSIP statutory guidance in 2022, which clearly sets out the role they should play.
We welcome the positive engagement that took place between MCAs and the designated ERBs during the development of the plans and which is currently taking place as they are implemented. Indeed, each ERB will provide a public annual progress report in June 2024 and 2025 setting out progress made since publication of the plans.
Asked by: Matt Western (Labour - Warwick and Leamington)
Question to the Department for Education:
To ask the Secretary of State for Education, how many teachers there were in Warwick and Leamington constituency in (a) 2019 and (b) 2024.
Answered by Damian Hinds - Minister of State (Education)
Information on the school workforce, including the number of teachers in each school is published in the ‘School Workforce in England’ statistical publication here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.
As of November 2022, which is the latest data available, there were over 468,000 full-time equivalent (FTE) teachers in state-funded schools in England, which is an increase of 27,000 (6%) since 2010. This makes the highest number of FTE teachers since the School Workforce Census began in 2010.
As of November 2019, there were 609.9 FTE teachers in state-funded schools in Warwick and Leamington constituency.
School workforce figures for 2024 have not been collected yet. In November 2022 there were 651.2 FTE teachers in state-funded schools in Warwick and Leamington constituency. Figures for November 2023 will be published in June 2024.
Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of the planned defunding of level 3 Criminology in England on the comparative ability of students from (a) England and (b) Wales to pursue careers in criminal justice.
Answered by Luke Hall - Minister of State (Education)
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and which provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that, until the Advanced British Standard (ABS) is introduced, A Levels and T Levels are the best route at Level 3 to achieving those outcomes. A Levels are world class qualifications that provide the best preparation for higher education in most academic subject areas, including the social sciences.
The government’s view is that A Levels should be the academic qualifications of choice at Level 3. This is based on evidence about progression and attainment for students who study A Levels compared to those who study other academic qualifications at Level 3. Students who study A Levels tend to both do better and have higher completion rates at university than students who studied other qualifications, even when taking into account background characteristics.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole, which can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
The study of criminology at Level 3 is not generally an entry requirement for criminology and other related degree courses. A Level sociology, which is in the same sector subject area of sociology and social policy, will serve students wishing to progress to criminology degrees. Students wishing to progress into other careers in criminal justice and national security, such as legal, policing or prison and probation services, could also undertake other A Levels such as law, combined with small alternative academic qualifications in approved subjects such as uniformed protective services.
Development of the ABS is a decade long reform programme. Therefore, removal of funding from technical qualifications overlapping with T Levels is continuing as planned. The technical parts of the ABS are much closer to the T Level than any other qualification, meaning that T Levels will be the most future proof qualification for students at 16 to 19.
As the department reforms applied general qualifications, it will be up to colleges to decide what they offer to ensure that students have access to a wide range of publicly funded qualifications. As education is a devolved matter, the devolved administrations may take a different approach to post-16 education.
Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the extent of overlap in course content between (a) level 3 Criminology and (b) A level Sociology.
Answered by Luke Hall - Minister of State (Education)
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and which provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that, until the Advanced British Standard (ABS) is introduced, A Levels and T Levels are the best route at Level 3 to achieving those outcomes. A Levels are world class qualifications that provide the best preparation for higher education in most academic subject areas, including the social sciences.
The government’s view is that A Levels should be the academic qualifications of choice at Level 3. This is based on evidence about progression and attainment for students who study A Levels compared to those who study other academic qualifications at Level 3. Students who study A Levels tend to both do better and have higher completion rates at university than students who studied other qualifications, even when taking into account background characteristics.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole, which can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
The study of criminology at Level 3 is not generally an entry requirement for criminology and other related degree courses. A Level sociology, which is in the same sector subject area of sociology and social policy, will serve students wishing to progress to criminology degrees. Students wishing to progress into other careers in criminal justice and national security, such as legal, policing or prison and probation services, could also undertake other A Levels such as law, combined with small alternative academic qualifications in approved subjects such as uniformed protective services.
Development of the ABS is a decade long reform programme. Therefore, removal of funding from technical qualifications overlapping with T Levels is continuing as planned. The technical parts of the ABS are much closer to the T Level than any other qualification, meaning that T Levels will be the most future proof qualification for students at 16 to 19.
As the department reforms applied general qualifications, it will be up to colleges to decide what they offer to ensure that students have access to a wide range of publicly funded qualifications. As education is a devolved matter, the devolved administrations may take a different approach to post-16 education.
Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the capacity on A level Sociology courses in the context of the planned defunding of level 3 Criminology.
Answered by Luke Hall - Minister of State (Education)
This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and which provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that, until the Advanced British Standard (ABS) is introduced, A Levels and T Levels are the best route at Level 3 to achieving those outcomes. A Levels are world class qualifications that provide the best preparation for higher education in most academic subject areas, including the social sciences.
The government’s view is that A Levels should be the academic qualifications of choice at Level 3. This is based on evidence about progression and attainment for students who study A Levels compared to those who study other academic qualifications at Level 3. Students who study A Levels tend to both do better and have higher completion rates at university than students who studied other qualifications, even when taking into account background characteristics.
An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole, which can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.
The study of criminology at Level 3 is not generally an entry requirement for criminology and other related degree courses. A Level sociology, which is in the same sector subject area of sociology and social policy, will serve students wishing to progress to criminology degrees. Students wishing to progress into other careers in criminal justice and national security, such as legal, policing or prison and probation services, could also undertake other A Levels such as law, combined with small alternative academic qualifications in approved subjects such as uniformed protective services.
Development of the ABS is a decade long reform programme. Therefore, removal of funding from technical qualifications overlapping with T Levels is continuing as planned. The technical parts of the ABS are much closer to the T Level than any other qualification, meaning that T Levels will be the most future proof qualification for students at 16 to 19.
As the department reforms applied general qualifications, it will be up to colleges to decide what they offer to ensure that students have access to a wide range of publicly funded qualifications. As education is a devolved matter, the devolved administrations may take a different approach to post-16 education.
Asked by: Bridget Phillipson (Labour - Houghton and Sunderland South)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate her Department has made of the number of parents (a) with two year olds who are eligible for 15 hours of childcare support and (b) who have had codes validated by providers and are receiving their entitlement in each local authority area.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
This government’s plan to support hard working families is working. The department are making the largest ever investment in childcare in England’s history. By September 2025, when the new entitlements are fully rolled out, working families will on average save £6,900 per year if they use the full 30 hours free childcare from when their child is 9 months old until they start school.
Our roll-out has already been successful, with the government exceeding its target for the April roll out of the first 15 hours for two year olds.
The department’s estimates focus on numbers of children, rather than parents. The department estimates that there are around 285,000 two year olds eligible for 15 hours of childcare support.
As per my statement on 23 April, more than 200,000 are already benefitting from the first stage of the expansion. The department will be publishing data by local authorities in due course.