Asked by: Robin Millar (Conservative - Aberconwy)
Question to the Foreign, Commonwealth & Development Office:
To ask the Minister of State, Foreign, Commonwealth and Development Office, what information his Department holds on the number and proportion of (a) headteachers and (b) deputy headteachers at UNWRA schools in Gaza that are members of terror organisations; and whether he has had recent discussions with international counterparts on the adequacy of the governance of UNRWA in Gaza.
Answered by Andrew Mitchell - Minister of State (Foreign, Commonwealth and Development Office) (Minister for Development)
The UK is not aware of any headteachers or deputy headteachers currently working at UNRWA schools that are members of terror organisations. The UK takes allegations of neutrality violations extremely seriously, including any allegations related to terror organisations' involvement in UNWRA's education provision. This is something we monitor carefully in our annual assessment of UNRWA. The UK is following closely the independent review led by Catherine Colonna which is assessing the mechanisms and procedures that the Agency currently has in place to ensure neutrality.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential implications for her policies of the number of schools that recorded zero young carers in their most recent school census return; and what steps her Department is taking to improve the identification of young carers in schools.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The most recent published census data on young carers is from January 2023, and can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2022-23.
You can find the number of young carers in each school in column JF of the school level underlying data file – see ‘School level underlying data - 2022/23 (csv, 22 Mb)’ under the heading ‘Additional supporting files’. 17,093 of the total 21,642 state-funded schools recorded no young carers. Statistics from the January 2024 school census will be published in June.
As this is a new data collection, the department expects the quality of the data returns to improve over time as the collection becomes established. All schools, except nursery schools, must send this information as part of the Spring school census. However, the recording and handling of the information is at the school’s discretion. In 2023, 79% of schools recorded no young carers.
Young carers make an enormous contribution in caring for their loved ones. The department wants to ensure that they are supported in their education and can take advantage of opportunities beyond their caring responsibilities.
The department added young carers to the annual school census in 2023, raising the visibility of young carers in the school system and, in time, providing the department with hard evidence on both the numbers of young carers and their educational outcomes.
The department will be incorporating young carers in the school-level annual school census for independent schools from early 2024 to ensure parity with the school census, which further builds on the department’s data on young carers across the school system.
The government has published information on how and where young carers can get help and support, encouraging them to speak to someone they trust at their school or college, like a teacher or school nurse, about their caring responsibilities and how this might affect them. As set out in ‘Keeping children safe in education’, the department require Designated Safeguarding Leads to undergo training to provide them with the knowledge and skills to carry out their role, which includes having a good understanding of, and alertness to, the needs of young carers. The guidance can be found here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, how many schools recorded zero young carers in their most recent school census return.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The most recent published census data on young carers is from January 2023, and can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2022-23.
You can find the number of young carers in each school in column JF of the school level underlying data file – see ‘School level underlying data - 2022/23 (csv, 22 Mb)’ under the heading ‘Additional supporting files’. 17,093 of the total 21,642 state-funded schools recorded no young carers. Statistics from the January 2024 school census will be published in June.
As this is a new data collection, the department expects the quality of the data returns to improve over time as the collection becomes established. All schools, except nursery schools, must send this information as part of the Spring school census. However, the recording and handling of the information is at the school’s discretion. In 2023, 79% of schools recorded no young carers.
Young carers make an enormous contribution in caring for their loved ones. The department wants to ensure that they are supported in their education and can take advantage of opportunities beyond their caring responsibilities.
The department added young carers to the annual school census in 2023, raising the visibility of young carers in the school system and, in time, providing the department with hard evidence on both the numbers of young carers and their educational outcomes.
The department will be incorporating young carers in the school-level annual school census for independent schools from early 2024 to ensure parity with the school census, which further builds on the department’s data on young carers across the school system.
The government has published information on how and where young carers can get help and support, encouraging them to speak to someone they trust at their school or college, like a teacher or school nurse, about their caring responsibilities and how this might affect them. As set out in ‘Keeping children safe in education’, the department require Designated Safeguarding Leads to undergo training to provide them with the knowledge and skills to carry out their role, which includes having a good understanding of, and alertness to, the needs of young carers. The guidance can be found here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.
Asked by: Chi Onwurah (Labour - Newcastle upon Tyne Central)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, with reference to the Higher Education Statistics Authority report entitled Higher Education Provider Data: Business and Community Interaction 2022/23, published on of 4 April 2024, what assessment her Department has made of the reasons for the decline in the number of spinouts from 2021-22 to 2022-23.
Answered by Andrew Griffith - Minister of State (Department for Science, Innovation and Technology)
There were five fewer spinouts owned by Higher Education Providers formed in 2022-23 compared to 2021-22 based on the Business and Community Interaction data. However, this was accompanied by an 8.9% increase in the number of spinouts surviving at least three years. The government is committed to increasing the commercialisation of university research and accepted all the recommendations of the independent review of university spinouts in November 2023.
Asked by: Peter Dowd (Labour - Bootle)
Question to the HM Treasury:
To ask the Chancellor of the Exchequer, with reference to the Spring Budget 2024, whether he has made an estimate of the potential return on investment of (a) violence reduction units, (b) hot spot policing, (c) increasing the capacity of children's homes and (d) the building of 15 new special free schools.
Answered by Laura Trott - Chief Secretary to the Treasury
These measures are part of the Public Sector Productivity Review, which will deliver up to £1.8 billion worth of benefits by 2029.
We have committed £75 million to expand the Violence Reduction Unit model across England and Wales, supporting a prevention-first approach to serious violence. Violence Reduction Units enable local public services such as health boards, schools and police leaders to coordinate their joint strategy to tackle serious violence among young people, preventing violent crime and reducing burdens on healthcare, schools and criminal justice.
As part of the Anti-Social Behaviour Action Plan, we committed £66.3 million to scale up hotspot enforcement. From April 2024, hotspot response will be rolled out across every police force area in England and Wales, which will see thousands of additional high visibility patrols in the places most affected by Serious Violence and Anti-Social Behaviour.
An independent evaluation found that in 2022/23, VRUs and hotspot policing prevented 3,220 hospital admissions from violent injury – a statistically significant drop. Please find a link to the evaluation here: https://www.gov.uk/government/publications/violence-reduction-units-year-ending-march-2023-evaluation-report/violence-reduction-units-2022-to-2023#:~:text=In%202022%2C%20a%20further%202,data%20sharing%20and%20analysis.
On increasing the capacity of children’s homes, the Government announced £165 million of funding over the next 4 years to reduce the reliance of local authorities on costly emergency provision.
Finally, the building of 15 new special free schools through £105 million of investment over the next 4 years will deliver over 2,000 additional special places for children with special education needs and disabilities.
Asked by: Alex Sobel (Labour (Co-op) - Leeds North West)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of changes to the graduate visa route on (a) the financial sustainability of the university sector and (b) local economies.
Answered by Luke Hall - Minister of State (Education)
The Migration Advisory Committee (MAC) has been commissioned to provide further evidence to support the government’s understanding of how the Graduate Route is operating in practice. The focus of the Graduate Route review will be to prevent abuse and ensure the integrity and quality of our world-leading UK higher education (HE) sector is protected. No decisions have been made on the future of the Graduate Route and the department awaits the report of the MAC in May.
The Office for Students (OfS), as the independent regulator of HE in England, is responsible for monitoring and reporting on the sustainability of HE providers. The department works closely with the OfS to understand the impact of international student recruitment on HE provider financial sustainability.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the (a) adequacy of the level of experience of cover supervisors in schools and (b) potential impact of the use of cover supervisors on (i) student safety and (ii) educational outcomes.
Answered by Damian Hinds - Minister of State (Education)
Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.
The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:
Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.
Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, 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.
In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.
The deal has established a list of preferred suppliers that schools can access, all of which:
The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.
Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.
The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the level of (a) qualification and (b) experience of staff employed through teacher supply agencies on educational standards.
Answered by Damian Hinds - Minister of State (Education)
Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.
The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:
Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.
Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, 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.
In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.
The deal has established a list of preferred suppliers that schools can access, all of which:
The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.
Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.
The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of regulating the qualifications and experience of staff made available to schools through teacher supply agencies.
Answered by Damian Hinds - Minister of State (Education)
Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.
The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:
Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.
Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, 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.
In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.
The deal has established a list of preferred suppliers that schools can access, all of which:
The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.
Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.
The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to take steps to assess the adequacy of qualifications held by people recruited to teacher supply agencies.
Answered by Damian Hinds - Minister of State (Education)
Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.
The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:
Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.
Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, 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.
In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.
The deal has established a list of preferred suppliers that schools can access, all of which:
The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.
Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.
The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.