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Written Question
Special Educational Needs: Finance
Thursday 28th March 2024

Asked by: Ellie Reeves (Labour - Lewisham West and Penge)

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to work with (a) schools and (b) local authorities to help (i) ensure adequate funding for SEND provision and (ii) promote inclusion in mainstream schools in London.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

Mainstream schools in London are being allocated a total of £7.15 billion in the 2023/24 financial year. Of that, local authorities have identified £869 million as notional budgets, which act as a guide to how much schools might need to spend on their pupils with special educational needs (SEN). Where SEN support costs for an individual pupil are in excess of £6,000, schools can additionally access local authorities' high needs budgets, which are for children and young people with more complex needs. Local authorities in London have been allocated high needs funding amounting to £1.9 billion in 2023/24. This is set to increase to £2 billion in the 2024/25 financial year, meaning a cumulative increase of 29% per head over the three years from the 2021/22 allocations. By 2024/25, high needs funding will have increased by 60% over the five years since 2019/20, to a total of over £10.5 billion nationally.

As of March 2024, the department has published just under £850 million of further investment in places for children and young people with special educational needs and disabilities (SEND) or who require alternative provision. Spread over the 2023/24 and 2024/25 financial years, it forms part of the £2.6 billion the department has committed to investing in high needs capital between 2022 and 2025 and represents a significant, transformational investment in new high needs provision. Between 2021/22 and 2024/25, London has been allocated just over £542 million. This is 20% of the total funding provided to local councils to support the provision of new places and improve existing provision for children and young people with special educational needs and disabilities or requiring alternative provision.

In the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan, published in March 2023 following extensive consultation with schools and local authorities, the department set out its mission for more children and young people to have their needs met effectively in mainstream settings. To bring together local authorities, health and education partners across local systems to strategically plan and commission support for children and young people with SEND, the department is working with local authorities to create or strengthen local SEND and AP partnerships. To support authorities, the department is investing £21 million to train 400 more educational psychologists and introducing a National Professional Qualification (NPQ) for special educational needs coordinators (SENCOs) at leadership level.

School and multi-academy trust leaders should promote collaborative working and drive inclusive practices across local areas. The department’s expectations for high-quality, inclusive education are set out in the ‘High Quality Trust Framework’ and enforced through the inspections under Ofsted’s 2019 Education Inspection Framework.

The department is also investing in specific programmes designed to help schools develop their inclusive practice. For example, the Universal Services Programme helps the school and FE workforce to identify and meet the needs of children and young people with SEND, earlier and more effectively. As part of the Programme, over 135,000 professionals have undertaken autism awareness training. And to support schools to create calm, safe and supportive environments for all pupils, the department has invested £10 million in the Behaviour Hubs programme.

Supporting children and young people with SEND is embedded in Initial Teacher Training (ITT) and the professional standards that teachers are expected to adhere to throughout their careers. The Teachers' standards define the minimum level of practice expected of all teachers This includes Teachers Standard 5, which requires all teachers to adapt teaching to respond to the strengths and needs of all pupils, including those with SEND.

The government does not prescribe the curriculum of ITT courses. However, the mandatory ITT Core Content Framework (CCF) (2019) sets out the minimum entitlement of knowledge, skills and experiences that all trainees need to enter the profession in the best position possible to teach and support their pupils. This core content must be covered in full for all ITT courses leading to Qualified Teacher Status (QTS).

Once they have been awarded QTS at the end of their ITT course, all early career teachers are entitled to a new two-year induction underpinned by the Early Career Framework (ECF).

Following the ITT CCF and Early Career Framework (ECF) review in 2023, the Initial Teacher Training and Early Career Framework (ITTECF), which was published in January 2024, contains significantly more content related to adaptive teaching and supporting pupils with SEND. The adaptive teaching content includes, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils.


Written Question
Foster Care: Lincolnshire
Thursday 28th March 2024

Asked by: John Hayes (Conservative - South Holland and The Deepings)

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help increase the number of foster care placements in (a) South Holland district and (b) Lincolnshire.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

Lincolnshire County Council is participating in the £45 million Families First for Children Pathfinder, which came out of the department’s children’s social care implementation strategy Stable Homes, Built on Love. The pathfinder aims to rebalance children’s social care away from costly crisis intervention to more meaningful and effective early support.

As part of the pathfinder, the department is working with a select number of local areas to test significant changes to how local areas help children and young people. This includes increasing support at the earlier end of the system, with the aim of keeping children with birth parents or wider family where safe to do so. This will help to reduce the number of children looked after and therefore drive down demand for foster care or other placements.

There is support available from the department where children are unable to stay with their birth families and foster care placements are sought. Lincolnshire County Council are being supported by the Fosterlink support service. Fosterlink provides support for local authorities to improve the way they recruit foster carers by reviewing current processes to identify areas for service and practice improvements, as well as creating a national network in which to share best practice.

More broadly, the department is investing over £36 million this parliament to deliver a fostering recruitment and retention programme, so foster care is available for more children who need it. This will boost approvals of foster carers, as well as taking steps to retain the foster carers we have.

Greater financial support for foster carers will help improve the experiences of all children in care. For the second year running, the department is uplifting the National Minimum Allowance (NMA) above the rate of inflation. For 2024/2025, the NMA will increase by 6.88%. This is on top of a 12.43% NMA increase in 2023/24.

In addition, the department estimates that changes to tax and benefit allowances will give the average foster carer an additional £450 per year as well as simplifying the process for self-assessment returns for most foster carers.

The department will also build on this investment since 2014 of over £8 million to help embed the Mockingbird programme, an innovative model of peer support for foster parents and the children in their care where children benefit from an extended family environment.


Written Question
Foster Care: Lincolnshire
Wednesday 27th March 2024

Asked by: John Hayes (Conservative - South Holland and The Deepings)

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help increase the number of foster care placements in (a) South Holland and the Deepings constituency and (b) Lincolnshire.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

Lincolnshire County Council is participating in the £45 million Families First for Children Pathfinder, which came out of the department’s children’s social care implementation strategy Stable Homes, Built on Love. The pathfinder aims to rebalance children’s social care away from costly crisis intervention to more meaningful and effective early support.

As part of the pathfinder, the department is working with a select number of local areas to test significant changes to how local areas help children and young people. This includes increasing support at the earlier end of the system, with the aim of keeping children with birth parents or wider family where safe to do so. This will help to reduce the number of children looked after and therefore drive down demand for foster care or other placements.

There is support available from the department where children are unable to stay with their birth families and foster care placements are sought. Lincolnshire County Council are being supported by the Fosterlink support service. Fosterlink provides support for local authorities to improve the way they recruit foster carers by reviewing current processes to identify areas for service and practice improvements, as well as creating a national network in which to share best practice.

More broadly, the department is investing over £36 million this parliament to deliver a fostering recruitment and retention programme, so foster care is available for more children who need it. This will boost approvals of foster carers, as well as taking steps to retain the foster carers we have.

Greater financial support for foster carers will help improve the experiences of all children in care. For the second year running, the department is uplifting the National Minimum Allowance (NMA) above the rate of inflation. For 2024/2025, the NMA will increase by 6.88%. This is on top of a 12.43% NMA increase in 2023/24.

In addition, the department estimates that changes to tax and benefit allowances will give the average foster carer an additional £450 per year as well as simplifying the process for self-assessment returns for most foster carers.

The department will also build on this investment since 2014 of over £8 million to help embed the Mockingbird programme, an innovative model of peer support for foster parents and the children in their care where children benefit from an extended family environment.


Written Question
Further Education and Higher Education: Young People
Tuesday 26th March 2024

Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support young people in receipt of Carer's Allowance in (a) further and (b) higher education.

Answered by Robert Halfon

The department is determined that all young carers and young adult carers get the support they need to succeed in all stages of education.

The department provides a range of financial support for students who need it to enable them to participate in further education. This includes free meals, bursaries to help with the cost of education, such as travel, books, equipment, and trips, plus support for childcare and residential costs where required.

Disadvantaged English domiciled 18-year-olds are now 74% more likely to enter higher education than they were in 2010.

In the 2023/24 academic year, over £160 million of bursary funding has been allocated to institutions to help disadvantaged 16 to 19 year olds meet costs, which is nearly 12% higher than published allocations for last year. Institutions decide which young people receive bursaries and determine the level of financial support they receive. They can develop their own eligibility criteria for access to the discretionary bursary fund, including setting a household income threshold appropriate to their area and must publish information on this for students.

In November 2021, the department asked the Office for Students (OfS) to refocus the access and participation regime in higher education to create a system that supports young people from disadvantaged backgrounds throughout their education. This regime should include support for disadvantaged students before entry to higher education (HE) and be set out in new access and participation plans. Providers should be working meaningfully with schools to ensure that pupils from disadvantaged backgrounds, including young carers, are encouraged and supported to achieve the highest possible grades and move up the ladder of opportunity whether that be an apprenticeship or higher technical qualification, or a course at university.

Furthermore, in March 2023, the OfS launched an Equality of Opportunity Risk Register, which can be found here: https://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/equality-of-opportunity-risk-register/. It focusses on students least likely to experience equal opportunity in HE with references to young carers in six of the key sector risks set out in the register.

HE providers are expected to refer to the register when writing access and participation plans.


Written Question
Job Creation and Skilled Workers: South Holland and the Deepings
Monday 25th March 2024

Asked by: John Hayes (Conservative - South Holland and The Deepings)

Question to the Department for Education:

To ask the Secretary of State for Education, what fiscal steps she is taking to support (a) training programmes, (b) apprenticeships and (c) other efforts to promote (i) job creation and (ii) skills development in South Holland and the Deepings constituency.

Answered by Robert Halfon

Funding allocations are not available broken down to the level of individual constituencies.

The government is committed to creating a world-leading skills system that is employer-focused, high quality and fit for the future. The department’s reforms are strengthening higher and further education to help more people get good jobs and upskill and retrain throughout their lives; and to improve national productivity and economic growth. The department’s reforms are backed with an additional investment of £3.8 billion over the course of this parliament to strengthen higher and further education.

In the 2023/24 academic year, the department is investing nearly £7 billion for education and training places for 16 to 19 year olds, and up to 25 for those with special educational needs and disabilities (SEND). This funding is allocated to education providers to deliver study programmes and T Levels to young people.

The department is continuing to invest in education and skills training for adults through the Adult Education Budget (AEB), which totalled £1.34 billion in the 2023/24 Funding Year. The AEB fully funds or co-funds skills provision for eligible adults aged 19 and above from pre-entry to Level 3, to support adults to gain the skills they need for work, an apprenticeship or further learning. This includes funding going to Boston College, which includes the Spalding Campus in the South Holland and the Deepings Constituency.

The Free Courses for Jobs offer gives eligible adults the chance to access high value Level 3 qualification for free, which can support them to gain higher wages or a better job. Around 400 qualifications are available on the offer, chosen specifically as they offer good wage outcomes and address skills needs in the economy. There have been over 61,000 enrolments since April 2021.

Skills Bootcamps are free, flexible courses of up to 16 weeks in priority skills areas, with a guaranteed interview upon completion. The department is expanding Skills Bootcamps through increased national procurement and grant funding to 30 Mayoral Combined Authorities and local areas to meet national and local skills needs in the 2024/25 financial year. The department granted Great Lincolnshire LEP, in partnership with Lincolnshire County Council, £2 million for Skills Bootcamps across Greater Lincolnshire and Rutland in 2023, and a further £3 million for courses starting after April 2024.

The department is increasing investment in the apprenticeships system in England to over £2.7 billion by the 2024/25 financial year to support more high quality apprenticeship opportunities across the country, including in South Holland and the Deepings. There have been over 11,000 apprenticeship starts in South Holland and the Deepings since 2010.

The department has introduced employer-designed T levels, which are equipping thousands of young people with the skills, knowledge, and experience to access employment or further study in some of the most in-demand skills areas. 18 T Levels are now available, being delivered through over 250 providers across all regions of the country. University Academy Holbeach in South Holland and the Deepings currently offers seven T Levels and is planning to offer three more from September 2024.

Multiply is the government’s programme for improving adult numeracy. Multiply is funded through the UK Shared Prosperity Fund, which is the government’s flagship fund for supporting people and places across the UK. Up to £270 million is directly available for local areas in England to deliver innovative interventions to improve adult numeracy. Lincolnshire County Council has been allocated £4.02 million of Multiply funding from the 2022/23 to 2024/25 financial years to improve adult numeracy in their area.


Written Question
Special Educational Needs
Friday 22nd March 2024

Asked by: Rachael Maskell (Labour (Co-op) - York Central)

Question to the Department for Education:

To ask the Secretary of State for Education, what recent discussions she has had with local authorities on allocating school places to children with SEND based on the level of support available.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The statutory duty to provide sufficient school places, including for pupils with special educational needs and disabilities (SEND), sits with local authorities. The department allocates funding to support local authorities to meet this duty and has allocated over £1.5 billion of High Needs Provision Capital Allocations (HNPCA) for the 2022/23 and 2023/24 financial years.

This funding can be used to deliver new places in mainstream and special schools, as well as other specialist settings, and to improve the suitability and accessibility of existing buildings, local authorities can spend the funding across the 0-25 age range, including in special post-16 institutions or other further education settings. The need for investment across this age range will differ between different local authorities, dependent on local circumstances, and it is therefore for local authorities to determine how to best prioritise their available funding to address their local priorities.

Through our reforms, we want to ensure that placements for children and young people with SEND are sufficient to meet need, allowing them to access the right support, in the right setting, at the right time.

In the SEND and alternative provision (AP) Improvement Plan the department set out proposals to support parents and carers, or young people from the age of 16, to express an informed preference for a suitable placement, by requiring local authorities to provide a tailored list of settings that are appropriate to meet a child or young person’s needs. Tailored lists are about illustrating choice for parents and young people by providing detailed, relevant information about suitable placements. We are testing an advisory version of the tailored list proposal in participating local authorities through the Change Programme, to gain feedback on the best way to support families as they choose a placement.

In addition, we will establish new local SEND and AP partnerships which will bring together delivery partners across local systems to strategically plan and commission support for children and young people with SEND and in AP. The partnerships will be expected to co-produce a Local Area Inclusion Plan based on robust evidence that will explain how the needs of children and young people in the area will be met.


Written Question
Alternative Education: Finance
Friday 22nd March 2024

Asked by: Rachael Maskell (Labour (Co-op) - York Central)

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help support local authorities to provide adequate levels of (a) estate and (b) workforce for alternative provision for children at secondary schools.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The department has published over £1.5 billion of high needs provision capital allocations for the 2022/23 and 2023/24 financial years. This funding is allocated to local authorities to support their delivery of new places and improve existing provision for children and young people with special educational needs and disabilities (SEND) or who require alternative provision (AP).

This funding forms part of the department’s transformational investment of £2.6 billion in new high needs provision between 2022 and 2025 and is on top of the ongoing departmental delivery of new special and AP free schools. On 6 March 2024, my right hon. Friend, the Chancellor of the Exchequer, announced 20 successful applications for new AP free schools creating over 1,700 new places.

In the SEND and AP Improvement Plan, published March 2023, the department set out its intention to give AP schools funding stability by requiring local authorities to create and distribute an AP specific budget. This will mean that resources can be targeted and distributed more effectively, supporting AP schools to recruit and retain high-quality staff.


Written Question
Carer's Allowance: Young People
Wednesday 20th March 2024

Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, whether he has had discussions with (a) young carers and (b) advocacy groups on amending Carer's Allowance eligibility rules for people wishing to study more than 21 hours per week.

Answered by Mims Davies - Parliamentary Under-Secretary (Department for Work and Pensions)

The department regularly meets with groups of carers and those representing them at both Ministerial and Official level to discuss a range of issues, including Carer’s Allowance. Officials met a delegation of young carers, supported by the Carers Trust and the Learning and Work Institute, on 13 March.

Carer's Allowance was introduced principally to provide a measure of financial support and recognition for people who are not able to work full time due to their caring responsibilities.


The Government thinks it is right that people in full-time education should be supported by the educational maintenance system, via its range of loans and grants, and not the social security benefit system. That is why, as a general principle, full-time students are usually precluded from entitlement to income-related and income-maintenance benefits.

There are currently no plans to change the full-time education rules for Carer’s Allowance, but carers are able to undertake part-time education and still receive Carer’s Allowance.


Written Question
Carer's Allowance: Young People
Wednesday 20th March 2024

Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what assessment he has made of the potential impact of Carer's Allowance eligibility rules on young carers' ability to access (a) further and (b) higher education.

Answered by Mims Davies - Parliamentary Under-Secretary (Department for Work and Pensions)

The department regularly meets with groups of carers and those representing them at both Ministerial and Official level to discuss a range of issues, including Carer’s Allowance. Officials met a delegation of young carers, supported by the Carers Trust and the Learning and Work Institute, on 13 March.

Carer's Allowance was introduced principally to provide a measure of financial support and recognition for people who are not able to work full time due to their caring responsibilities.


The Government thinks it is right that people in full-time education should be supported by the educational maintenance system, via its range of loans and grants, and not the social security benefit system. That is why, as a general principle, full-time students are usually precluded from entitlement to income-related and income-maintenance benefits.

There are currently no plans to change the full-time education rules for Carer’s Allowance, but carers are able to undertake part-time education and still receive Carer’s Allowance.


Written Question
Special Educational Needs: Staff
Wednesday 20th March 2024

Asked by: Rachael Maskell (Labour (Co-op) - York Central)

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that there are sufficient qualified staff to deal with Education, Health and Care Plans.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

As part of the reforms to the special educational needs and disabilities (SEND) system, the department is currently testing measures to deliver a nationally consistent Education, Health and Care (EHC) plan system and improve the quality and speed with which support is put in place. The department is taking steps to increase the capacity of the workforce supporting children and young people with SEND, but it is the responsibility of individual employers, including local authorities, schools and healthcare settings, to plan their staffing levels in line with their local service priorities.

Educational psychologists have a critical role, providing statutory input into EHC plan assessments and advising the school workforce on how to support children and young people with SEND. The department is investing over £21 million to train 400 more educational psychologists from 2024.

Since 2020, the department has increased the number of educational psychologist trainees that we fund to over 200, from 160 per year. As these larger cohorts complete their studies, they will join the workforce to support local authority educational psychology services, including contributing to EHC plan assessments.

Local authority caseworkers play a vital role in supporting families to navigate the system and ensuring they have good experiences, including through the EHC plan process. To build capacity, the department is providing legal training for local authority caseworkers this year and will consider new guidance to deliver a responsive and supportive casework service.

The department is committed to a joint Department for Education and Department of Health and Social Care approach to SEND workforce planning. The departments aim to complete this by 2025. This will build on the NHS Long Term Workforce Plan published in June 2023 which sets out the steps the NHS and its partners need to take to deliver an NHS workforce that meets the changing needs of the population over the next 15 years.

To support the supply of more speech and language therapists and occupational therapists to the NHS, since September 2020 all eligible undergraduate and postgraduate degree students have been able to apply for a non-repayable training grant of a minimum of £5,000 per academic year, with further financial support available for childcare, accommodation, and travel costs.