Show Search Form

Search Results

registered interest	true false
date	exactly: or between: and
answering body
answering dept id
answering dept short name
answering dept sort name
hansard heading
house id
legislature	pref label
question text
tabling member constituency
tabling member printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member constituency answering member printed grouped question UIN question first answered answering member label
tabling member	label

Search

1699962

	registered interest
	date	12/04/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Veterans
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if she will make an assessment of the potential merits of introducing veteran awareness training for teachers.
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	20855
	answer	answer is ministerial correction date of answer 17/04/2024 answer text <p>A key principle behind the government's plan for education is to give teachers and school leaders the freedom to use their professional judgement to do what works best for their pupils. As such, headteachers are ultimately responsible for employment in their schools 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.</p><p>The department recently reviewed the Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF) alongside each other and revised the ITT CCF and the ECF into the combined and updated Initial Teacher Training and Early Career Framework (ITTECF). This now covers the first three years or more at the start of a teacher’s career, and sets out the entitlement of every trainee and early career teacher (ECT) to the core body of knowledge, skills and behaviours that define great teaching. The ITTECF is universal and designed to work for all teachers, across all phases and subjects.</p><p>Beyond this, school leaders are responsible for ensuring their workforce has appropriate training to meet the needs of all pupils, which is in line with the department’s position on school autonomy and school leaders being best placed to assess the needs of their pupils and workforce.</p><p>The government remains committed to supporting veterans with a passion for teaching to enter the profession, both in schools and the further education sector. The department is working with the Ministry of Defence to ensure veterans are aware of the range of programmes and support available through the department’s services and bursaries.</p><p>Veterans are eligible for a tax-free undergraduate bursary of £40,000 if they are:</p><ul><li>A veteran who has left full-time employment with the British Army, Royal Air Force or Royal Navy no more than 5 years before the start of the teacher training course.</li><li>Training to teach secondary biology, chemistry, computing, languages, maths or physics.</li><li>Doing an undergraduate degree leading to qualified teacher status (QTS) in England.</li></ul><p>Graduate veterans may also be eligible for a postgraduate scholarship or bursary if they are training to teach priority subjects.</p><p>More information on how the department support veterans to become teachers, including the offer of one-to-one support from a teacher training advisor, can be found here: <a href="https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran" target="_blank">https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran</a>.</p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 20857 question first answered 17/04/2024 12:16:24 answering member 3969 label Biography information for Damian Hinds
	tabling member	298 label Biography information for Steve McCabe

1699964

	registered interest
	date	12/04/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Veterans
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if she will make an assessment of the potential merits of employing veterans in schools to provide courses on leadership and resilience for (a) teachers and (b) students.
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	20857
	answer	answer is ministerial correction date of answer 17/04/2024 answer text <p>A key principle behind the government's plan for education is to give teachers and school leaders the freedom to use their professional judgement to do what works best for their pupils. As such, headteachers are ultimately responsible for employment in their schools 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.</p><p>The department recently reviewed the Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF) alongside each other and revised the ITT CCF and the ECF into the combined and updated Initial Teacher Training and Early Career Framework (ITTECF). This now covers the first three years or more at the start of a teacher’s career, and sets out the entitlement of every trainee and early career teacher (ECT) to the core body of knowledge, skills and behaviours that define great teaching. The ITTECF is universal and designed to work for all teachers, across all phases and subjects.</p><p>Beyond this, school leaders are responsible for ensuring their workforce has appropriate training to meet the needs of all pupils, which is in line with the department’s position on school autonomy and school leaders being best placed to assess the needs of their pupils and workforce.</p><p>The government remains committed to supporting veterans with a passion for teaching to enter the profession, both in schools and the further education sector. The department is working with the Ministry of Defence to ensure veterans are aware of the range of programmes and support available through the department’s services and bursaries.</p><p>Veterans are eligible for a tax-free undergraduate bursary of £40,000 if they are:</p><ul><li>A veteran who has left full-time employment with the British Army, Royal Air Force or Royal Navy no more than 5 years before the start of the teacher training course.</li><li>Training to teach secondary biology, chemistry, computing, languages, maths or physics.</li><li>Doing an undergraduate degree leading to qualified teacher status (QTS) in England.</li></ul><p>Graduate veterans may also be eligible for a postgraduate scholarship or bursary if they are training to teach priority subjects.</p><p>More information on how the department support veterans to become teachers, including the offer of one-to-one support from a teacher training advisor, can be found here: <a href="https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran" target="_blank">https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran</a>.</p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 20855 question first answered 17/04/2024 12:16:24 answering member 3969 label Biography information for Damian Hinds
	tabling member	298 label Biography information for Steve McCabe

1699965

	registered interest
	date	12/04/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Veterans
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, pursuant to the Answer of 15 March 2024 to Question 17304 on Teachers: Veterans, how many people applied for the undergraduate veteran teaching bursary in the academic years (a) 2022-23 and (b) 2023-24; and what steps he is taking to increase the number of undergraduate veteran teachers.
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	20858
	answer	answer is ministerial correction date of answer 17/04/2024 answer text <p>Initial teacher training (ITT) providers are responsible for the management and administration of bursary payments, including assessment of eligibility. Trainees do not need to apply for a bursary and will automatically receive this from their ITT provider if eligible.</p><p>The undergraduate veteran teaching bursary is paid over the final two years of the course, with £20,000 payable in each year. In the 2022/23 and 2023/24 academic years, five individual trainees received the undergraduate veteran teaching bursary, three of whom received a bursary in both years. Figures may be subject to change due to ongoing data collection and assurance.</p><p>The department supports veterans into teaching in primary, secondary, and further education through its broad support services and bursaries. Since the publication of its commitments in the ‘Veterans Strategy Action Plan 2022 to 2024’, the department has tailored support and communications for the veteran community including dedicated teacher training advisers, webpages, case study blogs on the ‘Get Into Teaching’ website and information in Civvy Street publications. More information from Get Into Teaching is available here: <a href="https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran" target="_blank">https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran</a> and here: <a href="https://getintoteaching.education.gov.uk/blog/from-the-army-to-teacher-training" target="_blank">https://getintoteaching.education.gov.uk/blog/from-the-army-to-teacher-training</a>. More information from Civvy Street can be found here: <a href="https://civvystreetmagazine.co.uk/2023/05/bring-your-unique-perspective-to-the-classroom-get-into-teaching-2/" target="_blank">https://civvystreetmagazine.co.uk/2023/05/bring-your-unique-perspective-to-the-classroom-get-into-teaching-2/</a>.</p><p>Also available are bespoke webinars, and the opportunity to attend regional employer fairs with the Career Transition Partnership (CTP) and British Forces Resettlement Service (BFRS). More information about the CTP can be found here: <a href="https://www.ctp.org.uk/job-finding/directory/get-into-teaching" target="_blank">https://www.ctp.org.uk/job-finding/directory/get-into-teaching</a>. More information about the BFRS can be found here: <a href="https://www.bfrss.org.uk/profiles/companies/986419/" target="_blank">https://www.bfrss.org.uk/profiles/companies/986419/</a>.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 17/04/2024 12:07:05 answering member 3969 label Biography information for Damian Hinds
	tabling member	298 label Biography information for Steve McCabe

1700045

	registered interest
	date	12/04/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Organs: Donors
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent assessment she has made of the prevalence of schools (a) educating pupils on organ donation and (b) using resources produced by NHS Blood and Transplant.
	tabling member constituency	North Durham
	tabling member printed	Mr Kevan Jones
	uin	20907
	answer	answer is ministerial correction date of answer 17/04/2024 answer text <p>Schools have flexibility over how they deliver the curriculum and cover important topics within it in a way that works for their context and communities. The department does not have data on how and whether schools are teaching about organ donation, but there are plenty of opportunities within the national curriculum for them to do so.</p><p>The teaching of blood, tissue and organs is covered in the biology national curriculum to pupils in England between the ages of 11 and 14 in key stage 3. While organ donation is not specifically mentioned in the national curriculum, schools may choose to cover it here.</p><p>At primary level, schools can talk about organ donation more generally in an age-appropriate way as part of the relationships, sex and health education (RSHE) curriculum, which includes content on physical health and mental wellbeing. The Oak National Academy, an arm's length public body responsible for creating free curriculum resources, has produced a lesson that can be taught to pupils between the ages of 7 and 11 in key stage 2. This includes a section on organs, the transplant waiting list and relevant legislation.</p><p>Organ donation can be covered in more detail in RSHE for pupils aged 14 to 16 in key stage 4 within the context of healthy lifestyles and the choices that individuals make in adulthood.</p><p>Departmental officials are working with NHS Blood and Transplant to arrange to signpost schools to education resources on organ donation developed by NHS Blood and Transplant and its charity partners.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 17/04/2024 11:59:14 answering member 3969 label Biography information for Damian Hinds
	tabling member	1438 label Biography information for Mr Kevan Jones

1700498

	registered interest
	date	12/04/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Adult Education and Community Education: Finance
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment she has made of the impact of trends in the level of funding of Adult and Community Education since 2010 on that sector; and whether she plans to restore funding to 2010 levels.
	tabling member constituency	Coventry South
	tabling member printed	Zarah Sultana
	uin	21385
	answer	answer is ministerial correction date of answer 17/04/2024 answer text <p>The department is continuing to invest in education and skills training for adults through the Adult Education Budget (AEB), the Multiply programme and Skills Bootcamps.</p><p>The AEB is worth £1.34 billion in 2023/24 and approximately 60% of the AEB is devolved to nine Mayoral Combined Authorities (MCA) and the Greater London Authority (GLA). These authorities are now responsible for the provision of AEB-funded adult education for their residents. The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas.</p><p> </p><p>In ESFA AEB areas, the department applied a 2.2% increase to the final earnings for all AEB formula-funded provision, excluding associated learner and learning support, in 2022/23 and 2023/24. The department also applied a 20% boost on top of earnings for all AEB formula-funded provision in six sector subject areas: Engineering, Manufacturing Technologies, Transport Operations and Maintenance, Building and Construction, ICT for Practitioners, and Mathematics and Statistics. Additionally, in 2024/25, as part of the AEB transition to the Adult Skills Fund, the department will introduce five new funding rates that will apply to the ESFA Adult Skills Fund with 78% of qualifications seeing a funding increase.</p><p> </p><p>Prior to devolution, the Community Learning portion of the AEB amounted to approximately £230 million in 2018/19. The department does not collect data on what MCAs and the GLA currently spend on Community Learning.</p><p> </p><p>In 2024/25, as part of the Adult Skills Fund, the term Tailored Learning brings together what was the AEB Community Learning, formula-funded AEB non-regulated learning, which was previously delivered through the adult skills, and new employer-facing innovative provision that is not qualification based.</p><p> </p><p> </p><p>The department is also providing up to £270 million directly to local areas in England to deliver innovative interventions to improve adult numeracy through the Multiply programme. The department is also building the evidence base on what works to improve adult numeracy, including through randomised control trials.</p><p> </p><p> </p><p>Skills Bootcamps are free, flexible courses of up to 16 weeks, giving people the opportunity to build up sector-specific skills, with an offer of a job interview upon completion. This is supported by £550 million over the current Spending Review period as well as £170 million in grant funding to MCAs and local areas in 2024/25.</p><p> </p><p>Spend by the department on further education is reported through publication of the Annual Report and Accounts. This can be found here: <a href="https://www.gov.uk/government/collections/dfe-annual-reports" target="_blank">https://www.gov.uk/government/collections/dfe-annual-reports</a>.</p><p> </p><p> </p> answering member constituency Thornbury and Yate answering member printed Luke Hall question first answered 17/04/2024 11:34:37 answering member 4450 label Biography information for Luke Hall
	tabling member	4786 label Biography information for Zarah Sultana

1699279

	registered interest
	date	27/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Financial Services: Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 19 February (HL2185), whether they plan to undertake a detailed review of the teaching of financial literacy in Denmark, Norway and Sweden with a view to updating the mathematics national curriculum.
	tabling member printed	Lord Cruddas
	uin	HL3662
	answer	answer is ministerial correction date of answer 08/04/2024 answer text <p>The department has no plans to undertake a detailed review of the teaching of financial literacy in Denmark, Norway and Sweden. The department continues to work closely with HM Treasury and the Money and Pensions Service to monitor the evidence base for financial education to understand what works and what further support schools may need.</p><p>In order to provide stability for schools and to enable them to remain focused on raising standards of literacy and numeracy and recovery from the pandemic, the government has committed to making no changes to the national curriculum for the remainder of the Parliament.</p><p>The current mathematics curriculum in England already provides young people with the mathematical knowledge that underpins their ability to make important financial decisions. Mathematics is compulsory in maintained schools and academies must teach a broad and balanced curriculum, including mathematics. Since 2014, the department has reformed the mathematics curriculum and examinations system, bringing teaching practice from high-performing jurisdictions from across East Asia to primary and secondary schools in England.</p><p>International comparison studies of school-aged pupils show that England performs above the international averages for mathematics for all age groups. Before the pandemic, England achieved its highest ever mathematics score in the 2019 Trends in International Mathematics and Science Study international test for year five pupils.</p><p>Ofsted’s latest mathematical subject report in 2023 stated that primary mathematics education has seen &quot;a resounding, positive shift&quot; with curriculum sitting &quot;at the heart of leaders' decisions and actions&quot;, whilst secondary mathematics education has seen &quot;notable improvements&quot; in curriculum guidance and professional development.</p> answering member printed Baroness Barran question first answered 08/04/2024 12:47:44 answering member 4703 label Biography information for Baroness Barran
	tabling member	4907 label Biography information for Lord Cruddas

1699280

	registered interest
	date	27/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Financial Services: Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 19 February (HL2185), what proportion of (1) primary, and (2) secondary, schools the Maths Hubs’ Teaching for Mastery programme has reached in the light of the targets mentioned in the Answer to reach 75 per cent of primary schools and 65 per cent of secondary schools by 2025.
	tabling member printed	Lord Cruddas
	uin	HL3663
	answer	answer is ministerial correction date of answer 08/04/2024 answer text <p>As of February 2024, 69.7% of open primary schools (11,680) and 57.7% of open secondary schools (1,970) have participated in at least one year of the Teaching for Mastery Programme.</p><p> </p> answering member printed Baroness Barran question first answered 08/04/2024 12:48:04 answering member 4703 label Biography information for Baroness Barran
	tabling member	4907 label Biography information for Lord Cruddas

1699281

	registered interest
	date	27/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Financial Services: Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 19 February (HL2185), what steps they are taking to ensure financial literacy education is actually reaching the most disadvantaged students.
	tabling member printed	Lord Cruddas
	uin	HL3664
	answer	answer is ministerial correction date of answer 08/04/2024 answer text <p>It is crucial that all pupils are equipped with the knowledge and tools to manage their finances well in later life. That is why financial education is embedded in the national curriculum for mathematics at key stages 1 to 4, and in citizenship at key stages 3 and 4.</p><p>The national curriculum is compulsory for maintained schools, but all schools are measured by Ofsted on having a broad and balanced curriculum which is comparable to the national curriculum. As with other aspects of the curriculum, schools can choose how to teach financial education and they can tailor what they teach to make sure all pupils are taught what they need to know.</p><p>The Levelling Up White Paper identified 55 Education Investment Areas where the department will implement a package of measures to drive school improvement and accelerate progress towards the department’s 2030 ambition that 90% of pupils meet the expected standards in reading, writing and mathematics at the end of primary school and that the average mathematics and English GCSE grade increases to a 5.</p><p>There is a range of financial education support for schools. For example, Oak National Academy, an Arm’s Length Body, has published its initial mathematics resources, with the full curriculum available by this autumn. As part of this, Oak is exploring including additional lessons in real life mathematics. Secondary citizenship resources will become available from autumn 2024 and will be complete by autumn 2025. The Money and Pensions Service has published guidance for schools and there is specialist support for fraud and tax education from the Home Office and HMRC respectively.</p><p>The department also works closely with the Money and Pensions Service which exists to help people make the most of their money and pensions, particularly those most in need and those most vulnerable to financial insecurity. The Money and Pensions Service has invested £1.1 million in financial education programmes to support children and young people in vulnerable circumstances and has published guidance to help children and young people's services to embed financial wellbeing into the services they offer.</p> answering member printed Baroness Barran question first answered 08/04/2024 12:48:37 answering member 4703 label Biography information for Baroness Barran
	tabling member	4907 label Biography information for Lord Cruddas

1699282

	registered interest
	date	27/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	GCE A-level
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask His Majesty's Government what are the latest available data on the number and percentage of students who left school after their A-levels to go into work; and what percentage of them received (1) 100 UCAS points or above in their A-levels, and (2) 150 UCAS points or above in their A-levels.
	tabling member printed	Lord Elliott of Mickle Fell
	uin	HL3669
	answer	answer is ministerial correction date of answer 08/04/2024 answer text <p>The department publishes information on the sustained destinations of students after 16-18 study, broken down by the level at which they studied. The table below gives the latest data on the number and percentage of students who were deemed to be at the end of 16-18 study in 2020/21 (2021 leavers) and their sustained destination in the 2021/22 academic year.</p><p><br> This is for students studying at level 3 and the number and percentage that went on to sustain an employment destination.</p><p> </p><p>The destinations data does not include information on students’ A level results or UCAS points. However, over three quarters of students who studied an approved level 3 qualification completed A Levels.</p><p> </p><table><tbody><tr><td colspan="2"><p><strong>Sustained employment destinations of level 3 students from state-funded mainstream schools and colleges in England for the 2020/21 cohort of 16-18 leavers.</strong></p></td></tr><tr><td><p> </p></td><td><p><strong>2021/22 destination year</strong></p></td></tr><tr><td><p><strong>Number of level 3 students completing 16-18 study</strong></p></td><td><p>288,726</p></td></tr><tr><td><p><strong>Number of level 3 students with a sustained employment destination</strong></p></td><td><p>61,866</p></td></tr><tr><td><p><strong>Percentage of level 3 students with a sustained employment destination</strong></p></td><td><p>21.4%</p></td></tr></tbody></table><p> </p><ul><li>Sustained employment destination: in order to count as a sustained destination, the student must have six months of continuous employment activity between October and March in 2021/22.</li><li>The way the department decides when a student is at the end of 16 to 18 study has changed for the 2020/21 (2021 leavers) and comparisons to previous cohorts should be treated with extreme caution.</li><li>Total state-funded mainstream schools and colleges covers all state-funded mainstream schools, academies, free schools, city technology colleges, sixth-forms and other further education sector colleges. Excludes alternative provision, special schools, other government department funded colleges and independent schools.</li></ul> answering member printed Baroness Barran question first answered 08/04/2024 15:16:29 answering member 4703 label Biography information for Baroness Barran
	tabling member	5008 label Biography information for Lord Elliott of Mickle Fell

1698872

	registered interest
	date	26/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Free School Meals: Disability
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if she will make an assessment of the implications for her policies of the reasons for which some disabled children cannot (a) eat and (b) access free school meals; and whether she plans to make reasonable adjustments to free school meals to help disabled children to access them.
	tabling member constituency	Preston
	tabling member printed	Sir Mark Hendrick
	uin	20526
	answer	answer is ministerial correction date of answer 16/04/2024 answer text <p>All schools have duties under the Equality Act 2010 towards individual disabled children and young people, and they must make reasonable adjustments to prevent them being put at a substantial disadvantage. This means that a school cannot treat a pupil unfairly as a consequence of their disability.</p><p>As it relates to school food, the duty to make reasonable adjustments requires schools to tailor their provision to ensure that it is accessible to disabled pupils. Furthermore, this duty is anticipatory, and so schools need to actively consider whether any reasonable adjustments are needed in order to avoid any disadvantage that may otherwise occur.</p><p>The department has updated its existing guidance on free school meals to clarify schools’ duties to make reasonable adjustments for disabled children, and to support productive conversations between schools and parents about suitable food provision. The guidance can be found here: <a href="https://assets.publishing.service.gov.uk/media/65fdad5965ca2f00117da947/Free_school_meals.pdf" target="_blank">https://assets.publishing.service.gov.uk/media/65fdad5965ca2f00117da947/Free_school_meals.pdf</a>.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 16/04/2024 13:23:17 answering member 3969 label Biography information for Damian Hinds
	tabling member	473 label Biography information for Sir Mark Hendrick