Asked by: Taiwo Owatemi (Labour - Coventry North West)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the potential merits of introducing non-repayable maintenance grant funding for higher education students from the least advantaged backgrounds.
Answered by Luke Hall - Minister of State (Education)
The government believes that income-contingent student loans are a fair and sensible way of financing higher education. It is only right that those who benefit from the system should make a fair contribution to its costs. The department has continued to increase maximum loans and grants for living and other costs for undergraduate and postgraduate students each year with a 2.8% increase for the current 2023/24 academic year and a further 2.5% increase announced for the 2024/25 academic year.
In addition, the department has frozen maximum tuition fees for the 2023/24 and 2024/25 academic years. By 2024/25, maximum fees will have been frozen for seven successive years. The department believes that the current fee freeze achieves the best balance between ensuring that the system remains financially sustainable, offering good value for the taxpayer and reducing debt levels for students in real terms.
The government understands the pressures people have been facing with the cost of living and has taken action to help. 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 has also made a further £10 million of one-off support available to help student mental health and hardship funding for the 2023/24 academic year. This funding will complement the help universities are providing through their own bursary, scholarship and hardship support schemes. For the 2024/25 financial year the department has increased the Student Premium, including the full-time, part-time and disabled premium, by £5 million to reflect high demand for hardship support. Further details of this allocation for the 2024/25 academic year will be announced by the Office for Students (OfS) in the summer.
Overall, support to households to help with the high cost of living is worth £108 billion over 2022/23 to 2024/25, which is an average of £3,800 per UK household. The department believes this will have eased the pressure on family budgets and so will in turn enable many families to provide additional support to their children in higher education to help them meet increased living costs.
Asked by: Charlotte Nichols (Labour - Warrington North)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of introducing non-repayable maintenance grants for higher education students from the least advantaged backgrounds.
Answered by Luke Hall - Minister of State (Education)
The government believes that income-contingent student loans are a fair and sensible way of financing higher education. It is only right that those who benefit from the system should make a fair contribution to its costs. The department has continued to increase maximum loans and grants for living and other costs for undergraduate and postgraduate students each year with a 2.8% increase for the current 2023/24 academic year and a further 2.5% increase announced for the 2024/25 academic year.
In addition, the department has frozen maximum tuition fees for the 2023/24 and 2024/25 academic years. By 2024/25, maximum fees will have been frozen for seven successive years. The department believes that the current fee freeze achieves the best balance between ensuring that the system remains financially sustainable, offering good value for the taxpayer and reducing debt levels for students in real terms.
The government understands the pressures people have been facing with the cost of living and has taken action to help. 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 has also made a further £10 million of one-off support available to help student mental health and hardship funding for the 2023/24 academic year. This funding will complement the help universities are providing through their own bursary, scholarship and hardship support schemes. For the 2024/25 financial year the department has increased the Student Premium, including the full-time, part-time and disabled premium, by £5 million to reflect high demand for hardship support. Further details of this allocation for the 2024/25 academic year will be announced by the Office for Students (OfS) in the summer.
Overall, support to households to help with the high cost of living is worth £108 billion over 2022/23 to 2024/25, which is an average of £3,800 per UK household. The department believes this will have eased the pressure on family budgets and so will in turn enable many families to provide additional support to their children in higher education to help them meet increased living costs.
Asked by: Caroline Lucas (Green Party - Brighton, Pavilion)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will issue guidance to schools not to include authorised medical absences related to diagnosed medical conditions in their calculations measuring persistent absence.
Answered by Damian Hinds - Minister of State (Education)
Ensuring that children are in school is a top priority for the government.
The department promotes a ‘support first’ approach to school attendance and recognises that some pupils face greater barriers to attendance than their peers. These pupils can include pupils who suffer from long term medical conditions. Their right to an education is the same as any other pupil and therefore the attendance ambition for these pupils should be the same as they are for any other pupil.
The department’s guidance, titled ‘Supporting pupils at school with medical conditions’, makes clear that schools should not penalise pupils for their attendance record if their absences are related to physical or mental health conditions. The guidance can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/803956/supporting-pupils-at-school-with-medical-conditions.pdf.
In addition, the department’s guidance, titled ‘Working together to improve school attendance’ emphasises that schools and local authorities should be working with the child and their family to remove any barriers to attendance by building strong and trusting relationships and working together to put the right support in place. This includes having sensitive conversations and developing good support for pupils with physical and mental health conditions and establishing strategies for removing in-school barriers to attendance. More information can be found here: https://assets.publishing.service.gov.uk/media/63049617e90e0729e63d3953/Working_together_to_improve_school_attendance.pdf.
To help implement the ‘support first’ approach, schools should record their attendance data accurately. The department has a daily data scheme to understand the drivers for absence, including those related to illness. Participation in the daily data scheme will become mandatory for all state-funded schools from September 2024.
Asked by: Dean Russell (Conservative - Watford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to provide training to teaching assistants on (a) autism and (b) other neuro-diverse conditions.
Answered by Damian Hinds - Minister of State (Education)
The government values and appreciates the dedication, professionalism and hard work of teaching assistants (TAs), and the department knows the valuable contribution they make to pupils’ education alongside excellent teachers, particularly when supporting children and young people with special educational needs and disabilities (SEND).
Reaching over 70% of schools and further education (FE) colleges, the Universal Services programme will help the school and FE workforce to identify and meet the needs of children and young people with SEND, earlier and more effectively.
The department’s Universal Services contract brings together SEND-specific continuous professional development (CPD) and support for the school and FE workforce to improve outcomes for children and young people. The contract offers autism awareness training and resources delivered by the Autism Education Trust (AET). Over 135,000 education professionals have undertaken autism awareness training as part of AET's ‘train the trainer’ model since the Universal Services programme commenced in May 2022.
School and college staff have completed over 7,000 online SEND CPD units to support them in delivering an inclusive experience for every learner. The Universal Services contract will run until spring 2025, with a budget of nearly £12 million.
On 22 November 2023, the department announced the Partnerships for Inclusion of Neurodiversity in Schools programme. This new programme, backed by £13 million of investment, will bring together integrated care boards, local authorities, and schools, working in partnership with parents and carers to support schools to better meet the needs of neurodiverse children.
The programme will deploy specialists from both health and education workforces to upskill school staff including TAs in around 1,680 (10%) mainstream primary schools and build their capacity to identify and meet the needs of children with autism and other neurodiverse needs.
Ultimately, schools are best placed to make decisions on the CPD that best meets the needs of their support staff, as they do for teachers' CPD.
Asked by: Sally-Ann Hart (Conservative - Hastings and Rye)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance her Department provides on the powers (a) she and (b) local education authorities have to remove a school from an academy trust without the agreement of the trust.
Answered by Damian Hinds - Minister of State (Education)
The circumstances in which the department can remove a school from an academy trust without the agreement of the trust are set out in published guidance, which is titled ‘Schools causing concern’. In summary, the department can remove a school in circumstances where my right hon. Friend, the Secretary of State for Education’s, powers are triggered to terminate its funding agreement. Academies are accountable to the Secretary of State and therefore local authorities have no powers to remove an academy from a trust.
Asked by: John McDonnell (Labour - Hayes and Harlington)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent estimate she has made of the total cost to the public purse for removing (a) RAAC and (b) asbestos from schools in England in the (i) 2022-23, (ii) 2023-24 and (iii) 2024-25 financial years.
Answered by Damian Hinds - Minister of State (Education)
Well maintained, safe school buildings are a priority for the department to support a high-quality education for all children. Responsibility for keeping buildings safe and well maintained lies with schools and their responsible bodies, such as local authorities, academy trusts and voluntary-aided (VA) bodies. The department supports responsible bodies by providing capital funding, delivering major rebuilding programmes and offering guidance and support.
The government is funding the permanent removal of RAAC present in schools and colleges either through capital grants, or through the School Rebuilding Programme. The 2021 Spending Review announced a total of £19 billion of capital funding to support the education sector between the 2022/23 and 2024/25 financial years. Funding for RAAC during this spending period will be managed from unallocated departmental capital budgets and will not involve cutting existing commitments.
The scope and cost of each RAAC project will vary depending on the extent of the issue and nature and design of the buildings. The department is working with settings to conduct the necessary technical assessments as quickly as possible to scope and progress the works needed. The total costs will not be known until all building works have been carried out.
With regard to asbestos, the department expects all local authorities, governing bodies, and academy trusts to have robust plans in place to manage any asbestos in school buildings effectively, in line with their legal duties. The department follows advice from the Health and Safety Executive (HSE) that as long as asbestos is in good condition, well protected and unlikely to be damaged or disturbed, it is usually safer to manage in place.
In many cases, asbestos will be removed as part of wider rebuilding or refurbishment work and annual condition funding can be used to remove asbestos where required. The department has allocated over £17 billion since 2015 for keeping schools safe and operational, including £1.8 billion in each year of the 2021 Spending Review period. Decisions on spending are primarily taken locally by responsible bodies, so the department does not hold data on the total cost of spend on asbestos removal. Where asbestos needs to be removed as part of work to mitigate RAAC, based on professional advice, the department will work closely with responsible bodies to help them do so.
Asked by: Alistair Strathern (Labour - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, how many meetings Ministers in her Department have had with officials at Central Bedfordshire Council on the transition from a three to two tier school system in Central Bedfordshire.
Answered by Damian Hinds - Minister of State (Education)
Officials from the East of England Regions Group have a weekly schedule of meetings with Central Bedfordshire officials, where a member of its Schools for the Future Programme responsible for the transition from a three to two tier school system is available to provide updates on the programme. In addition, on 23 February 2024, the department held a specific meeting where Central Bedfordshire officials provided an update on the progress of its three to two tier transition.
No Ministerial meetings were held in 2023 or 2024 with Central Bedfordshire Council to discuss its plans to move from a three to two-tier educational system.
Asked by: Alistair Strathern (Labour - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, how many meetings officials in her Department have had with Central Bedfordshire Council officers on the transition from a three to two tier school system in Central Bedfordshire.
Answered by Damian Hinds - Minister of State (Education)
Officials from the East of England Regions Group have a weekly schedule of meetings with Central Bedfordshire officials, where a member of its Schools for the Future Programme responsible for the transition from a three to two tier school system is available to provide updates on the programme. In addition, on 23 February 2024, the department held a specific meeting where Central Bedfordshire officials provided an update on the progress of its three to two tier transition.
No Ministerial meetings were held in 2023 or 2024 with Central Bedfordshire Council to discuss its plans to move from a three to two-tier educational system.
Asked by: Andrew Gwynne (Labour - Denton and Reddish)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 13 March 2024 to Questions 15600 and 15601 on Children in Care and Foster Care, if she will publish the number of children looked after who were cared for in a (a) relative and (b) friend foster placement by (i) age, (ii) gender, (iii) ethnicity and (iv) local authority level as of 31 March 2023.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The latest figures on children looked after who were cared for in a relative or friend foster placement by age, gender and ethnicity and at local authority level are shown in the attached tables. The department does not hold the data broken down separately into relative foster placements and friend foster placements. Therefore, the combined totals have been provided. Data has been provided for children looked after on 31 March 2023.
Asked by: Marsha De Cordova (Labour - Battersea)
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 trends in the number of enrolments of international students on the finances of universities.
Answered by Luke Hall - Minister of State (Education)
The government seeks to ensure that there is a fair and robust migration policy, whilst maintaining the UK’s place as a top destination for the best and brightest students from around the world. The department remains committed to the ambitions set out in the government’s International Education Strategy to host 600,000 international students per year and to increase the value of our education exports to £35 billion per year, both by 2030.
The department expects the UK to remain a highly attractive study destination. The UK has four universities in the top ten, and 17 in the top 100, worldwide. The UK has a highly sought after higher education experience, which is respected by students across the globe. The department is hugely proud to have met its international student recruitment ambition two years running.
However, the level of legal migration remains too high. As a result, on 4 December 2023, the government announced a new package of measures to reduce net migration and curb abuse and exploitation of the country’s immigration system.
The Office for Students (OfS), the independent regulator of the higher education sector in England, continues to work closely with the Home Office, Department for Business and Trade, and other governmental departments to assess the impact of these changes on higher education providers.
Our universities are autonomous institutions responsible for managing their own budgets. The department also works closely with the OfS to understand the evolving landscape, including on risks relating to international students.