Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the effectiveness of the rate of fines for parents and carers taking their children out of school during term times on encouraging school attendance.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
Tackling absence is at the heart of the government’s mission to break down barriers to opportunity. The government understands that reasons for absence are varied, which is why updated statutory attendance guidance sets out that schools, trusts and local authorities should always work together with other local partners to understand the barriers to attendance and establish strategies for removing them.
The government’s support-first approach is the right one. Penalty notices should only be used in cases where support is not appropriate, such as in cases of holidays taken in term-time, or where support has already been provided and has not been engaged with or has not worked.
Information about the rates of fixed penalty notices is published here: https://explore-education-statistics.service.gov.uk/find-statistics/parental-responsibility-measures.
Asked by: Paula Barker (Labour - Liverpool Wavertree)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make it her policy to provide mandatory training for social workers on identifying signs of coercive and controlling behaviour.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The regulator for the social work profession, Social Work England, sets the professional standards which all social workers must meet. The professional standards include that social workers must be able recognise the risk indicators of different forms of abuse and neglect and their impact on people, their families and their support networks. Social workers complete initial education and training courses which are approved by the regulator against the education and training standards. The provision of continuous professional development for employed social workers is a matter for their employer.
Asked by: Lord Taylor of Warwick (Non-affiliated - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to address teacher shortages.
Answered by Baroness Smith of Malvern - Minister of State (Education)
High quality teaching is the factor that makes the biggest difference to a child’s education. There are now 468,693 full-time equivalent (FTE) teachers in state-funded schools in England, but we must do more to ensure we have the workforce needed to provide the best possible education for every child in all parts of the country, which is why the government has set out the ambition to recruit 6,500 new expert teachers with a focus on key shortage subjects.
The first crucial step towards achieving this is to ensure teachers get the pay they deserve, which is why the department has accepted in full the School Teachers’ Review Body’s recommendation of a 5.5% pay award for teachers and leaders in maintained schools from this September.
The department wants to ensure teaching is once again an attractive and respected profession. It is committed to resetting the relationship with the teaching profession. My right hon. Friend, the Secretary of State for Education, has already spoken to various stakeholders and teachers working at the front end and continues to do so. The department is now developing the Social Partnership to work more closely with the sector unions to ensure they have a stronger voice on policies that affect their work.
Alongside teacher pay, financial incentives are one of the most effective ways to increase teacher supply, and we are continuing to support teacher trainees with tax-free bursaries of up to £28,000 and scholarships of up to £30,000 in shortage subjects. For 2024/25 and 2025/26, we are also offering a Targeted Retention Incentive worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools.
Recruiting more teachers is a key part of the department’s Opportunity Mission. This government is also committed to tackling long standing retention challenges to ensure teachers stay and thrive in the profession, including by addressing teacher workload and wellbeing, and supporting schools to introduce flexible working practices. The department has made key resources available to help teachers better manage their workload.
Asked by: Lord Laming (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to improve services that aim to prevent children being taken into the care of local authorities.
Answered by Baroness Smith of Malvern - Minister of State (Education)
This government is committed to whole system reform of children’s social care to give hundreds of thousands of children and young people the start in life they deserve.
The department recognises that there is a strong evidence base for early intervention to support families to stay together and thrive, and this will be at the heart of its whole system reform of children’s social care.
This department also recognises the valuable and important role that kinship carers play in caring for some of the most vulnerable children. The government’s manifesto set out a commitment to working with local government to support children in care, including through kinship arrangements.
Through the £45 million Families First for Children pathfinder and Family Network Pilot, the government is testing the implementation of intensive whole family support in ten pathfinder local authorities. In these local authorities, multi-disciplinary teams are providing targeted support to help families overcome challenges at the earliest opportunity to prevent escalation.
These local authorities are also making greater use of family networks by involving them in decision-making at an earlier stage and providing practical and financial support via family network support packages to help keep children safe at home.
Asked by: Lord Laming (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to reduce the number of children who are taken into the care of local authorities.
Answered by Baroness Smith of Malvern - Minister of State (Education)
This government is committed to whole system reform of children’s social care to give hundreds of thousands of children and young people the start in life they deserve.
The department recognises that there is a strong evidence base for early intervention to support families to stay together and thrive, and this will be at the heart of its whole system reform of children’s social care.
This department also recognises the valuable and important role that kinship carers play in caring for some of the most vulnerable children. The government’s manifesto set out a commitment to working with local government to support children in care, including through kinship arrangements.
Through the £45 million Families First for Children pathfinder and Family Network Pilot, the government is testing the implementation of intensive whole family support in ten pathfinder local authorities. In these local authorities, multi-disciplinary teams are providing targeted support to help families overcome challenges at the earliest opportunity to prevent escalation.
These local authorities are also making greater use of family networks by involving them in decision-making at an earlier stage and providing practical and financial support via family network support packages to help keep children safe at home.
Asked by: Layla Moran (Liberal Democrat - Oxford West and Abingdon)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the Written Statement of 25 July 2024 on Technical Qualifications Reform update, HCWS22, what steps her Department is taking to help support education providers to plan for the provision of post-16 vocational education beyond the 2024-25 academic year.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
This government is determined to ensure all young people have high quality education and training pathways post-16. To help secure this, my right hon. Friend, the Secretary of State for Education, announced that the department would pause and review the defunding of qualifications in July 2024. The department will conclude and communicate the outcomes of this internal review of post-16 qualifications, before Christmas 2024.
The focused review announced in July is already underway and the department is working as quickly as possible to provide certainty to the sector. The review will look at the defunding lists that have been published and communicate any changes. Colleges will be able to reflect the outcomes of the review in their planning and marketing materials in the new year so that students can make the best decisions about their futures.
There are many qualifications not subject to defunding and which provide certainty and continuity to the sector. These include A levels, T Levels, and alternative qualifications in subjects and routes not affected by defunding.
Asked by: Layla Moran (Liberal Democrat - Oxford West and Abingdon)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent estimate she has made of when the review of post-16 education funding will be completed; and what her planned timescale is for responding to that review.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
This government is determined to ensure all young people have high quality education and training pathways post-16. To help secure this, my right hon. Friend, the Secretary of State for Education, announced that the department would pause and review the defunding of qualifications in July 2024. The department will conclude and communicate the outcomes of this internal review of post-16 qualifications, before Christmas 2024.
The focused review announced in July is already underway and the department is working as quickly as possible to provide certainty to the sector. The review will look at the defunding lists that have been published and communicate any changes. Colleges will be able to reflect the outcomes of the review in their planning and marketing materials in the new year so that students can make the best decisions about their futures.
There are many qualifications not subject to defunding and which provide certainty and continuity to the sector. These include A levels, T Levels, and alternative qualifications in subjects and routes not affected by defunding.
Asked by: Layla Moran (Liberal Democrat - Oxford West and Abingdon)
Question to the Department for Education:
To ask the Secretary of State for Education, when she plans to announce funding arrangements for post-16 vocational education for after 2025.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
This government is determined to ensure all young people have high quality education and training pathways post-16. To help secure this, my right hon. Friend, the Secretary of State for Education, announced that the department would pause and review the defunding of qualifications in July 2024. The department will conclude and communicate the outcomes of this internal review of post-16 qualifications, before Christmas 2024.
The focused review announced in July is already underway and the department is working as quickly as possible to provide certainty to the sector. The review will look at the defunding lists that have been published and communicate any changes. Colleges will be able to reflect the outcomes of the review in their planning and marketing materials in the new year so that students can make the best decisions about their futures.
There are many qualifications not subject to defunding and which provide certainty and continuity to the sector. These include A levels, T Levels, and alternative qualifications in subjects and routes not affected by defunding.
Asked by: Angus MacDonald (Liberal Democrat - Inverness, Skye and West Ross-shire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the prevalence of outstanding student loan balances increasing despite repayments being made as a result of high interest charges; and whether her Department is taking steps to review student loan interest rates to ensure excessive financial burdens are not imposed on borrowers.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
As education is a devolved issue, the following response outlines the student finance system in England only.
Interest rates on student loans do not affect monthly repayments made by borrowers. Repayments are based on earnings above the applicable repayment threshold, not on amount borrowed or the rate of interest. As such, some borrowers will see their balance increasing at certain times despite making regular repayments to their student loan.
Student loans have very different terms and conditions to commercial loans. Unlike commercial unsecured personal loans, student loans are available to all eligible students regardless of their background or financial history. Student loans also carry significant protections for borrowers. For instance, monthly repayments are based only on earnings, and if a borrower’s income drops, so does the amount they repay. If income is below the relevant repayment threshold or a borrower is not earning, they do not have to make repayments at all. Any outstanding debt, including interest accrued, is written off after the loan term ends (or in case of death or disability) at no detriment to the borrower. The government is not aware of any commercial loans that offer such protections.
Asked by: John Glen (Conservative - Salisbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what the (a) pay band, (b) salary and (c) responsibilities are of Mr Tom Crick in his role as Senior Advisor to her Department's Curriculum and Assessment Review; whether that role was open to external candidates; and on what basis he was appointed as a civil servant rather than a special adviser.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The role of the Senior Adviser to the Curriculum and Assessment Review is to support the Review Group and its Chair, Professor Becky Francis, in their engagement with the education sector to develop proposals on how best to refresh the curriculum to ensure it is cutting edge, fit for purpose and meeting the needs of children and young people to support their future life and work.
The role was a direct appointment to the civil service to a grade below the Senior Civil Service for a fixed term and with no line management responsibilities.
Making a direct appointment ensured appointment at pace with someone with a unique combination of skills including a strong connection to the sector and alignment with the anticipated time period of the review. As a civil servant, the role is embedded within departmental line management and wider policies, for example the Civil Service Code.