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1660925

registered interest
date	14/09/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Capital Investment
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government whether they intend to update the information on their 'Capital funding for free schools, UTCs and studio schools' webpage; and why the webpage has not been updated since February 2020.
tabling member printed	Lord Watson of Invergowrie
uin	HL10209
answer	answer is ministerial correction date of answer 25/09/2023 answer text <p>The department publishes capital costs for all free schools on GOV.UK once all works have been completed and costs are finalised. Given that these can be large and complex projects, this can take some time between first opening and publication. A further batch of costs will be published in due course.</p><p>The department also publishes details of all free school construction contracts awarded over £10,000 on Contracts Finder at: <a href="https://www.contractsfinder.service.gov.uk/Search" target="_blank">https://www.contractsfinder.service.gov.uk/Search</a>. In addition, information relating to sites and buildings acquired as part of the free schools programme can be found on the Land Registry. This includes the acquisition and sale price.</p> answering member printed Baroness Barran question first answered 25/09/2023 14:02:44 answering member 4703 label Biography information for Baroness Barran
tabling member	1241 label Biography information for Lord Watson of Invergowrie

1660650

registered interest
date	13/09/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Public Sector and Schools: Cybersecurity
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government, following several recent school closures resulting from cyberattacks, what steps they are taking to ensure (1) schools, and (2) other public services, have good cyber resilience.
tabling member printed	Lord Bassam of Brighton
uin	HL10128
answer	answer is ministerial correction date of answer 25/09/2023 answer text <p>The Department recognises that cyber security is a concern for many schools and academy trusts. To support schools with this, the Department released Cyber Security Standards in October 2022, which can be found here: <a href="https://www.gov.uk/guidance/meeting-digital-and-technology-standards-in-schools-and-colleges/cyber-security-standards-for-schools-and-colleges" target="_blank">https://www.gov.uk/guidance/meeting-digital-and-technology-standards-in-schools-and-colleges/cyber-security-standards-for-schools-and-colleges</a>. These standards provide a base level requirement for good cyber security practices in schools, helping to raise resilience across the sector and make schools harder targets. Many of the areas suggested for improvement are low cost or free to implement.</p><p>The Department’s Risk Protection Arrangement (RPA) has more than 9,500 member schools, which constitutes 43% of eligible schools in England, and includes cover for cyber incidents as standard from the 2022/23 membership years. In the event of a cyber incident, RPA members have access to a 24/7 incident response service. Since September 2022, cyber cover has been available to multi academy trust RPA members, provided they meet the required criteria.</p><p>Jisc is the UK digital, data and technology agency focused on education, research and innovation. The Department continues to fund Jisc to provide quality connectivity and cyber security to Further Education colleges in England. In addition to network cyber security measures, Jisc provides advice, guidance, and training on cyber security, including alerts and information on identified security risks. This support includes access to a Cyber Security Incident Response Team. Jisc offers similar support to Higher Education, funded by the Office for Students.</p><p>The Department also continues to work closely with the NCSC (National Cyber Security Centre) to identify incidents and conduct analysis to monitor and identify emerging cyber threats.</p><p>Schools can access cyber security training for staff from the NCSC and the NCSC Active Cyber Defence tools are now available to all schools. These assist in protecting schools from a range of attacks. Further advice can be found on the NCSC schools’ website at: <a href="https://www.ncsc.gov.uk/section/education-skills/cyber-security-schools" target="_blank">https://www.ncsc.gov.uk/section/education-skills/cyber-security-schools</a>.</p><p>In the event of a cyber attack, the Department has a cyber security team who can provide advice and guidance to assist with recovery. To report an incident and receive support, schools can contact: <a href="mailto:sector.incidentreporting@education.gov.uk" target="_blank">sector.incidentreporting@education.gov.uk</a>. Schools are also encouraged to report all cyber incidents to Action Fraud via their reporting site here: <a href="https://www.actionfraud.police.uk/" target="_blank">https://www.actionfraud.police.uk/</a>.</p><p> </p><p>The Department will continue to develop the support and tools offered to schools and academy trusts to improve their cyber security and resilience. This will help to streamline reporting and data capture and improve mutual understanding between the Department and schools.</p><p> </p> answering member printed Baroness Barran question first answered 25/09/2023 13:54:05 answering member 4703 label Biography information for Baroness Barran
tabling member	3504 label Biography information for Lord Bassam of Brighton

1660686

registered interest
date	13/09/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices: Taxation
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what was the total amount of apprenticeship levy unspent and returned to the Treasury in each of the past five years.
tabling member printed	Lord Storey
uin	HL10166
answer	answer is ministerial correction date of answer 25/09/2023 answer text <p>The apprenticeship levy is an important part of the government’s reforms to create a high-quality, employer-led apprenticeships system, and it supports employers of all sizes to invest in high-quality apprenticeship training.</p><p>The government, via HM Revenue and Customs, collects the apprenticeship levy of 0.5% on total payroll from businesses across the UK with a payroll of more than £3 million. From this, HM Treasury (HMT) sets an English apprenticeships budget for the department. The apprenticeships levy is UK wide, and income from the levy also supports the devolved administrations to invest in their skills programmes.</p><p>The department’s apprenticeships budget is used to fund training and assessment for new apprenticeship starts in all employers, levy and non-levy paying employers alike, across England, and to cover the ongoing costs of apprentices already in training and any additional payments made to employers and providers. This means that levy payers’ unspent funds are used to support additional costs and apprenticeships in smaller employers</p><p>The table below shows the department’s ring-fenced apprenticeships budget and spend together with budget underspends for the last five financial years (FY).</p><table><tbody><tr><td><p><strong>(£ million)</strong></p></td><td><p><strong>FY 18/19</strong></p></td><td><p><strong>FY 19/20</strong></p></td><td><p><strong>FY 20/21</strong></p></td><td><p><strong>FY 21/22 </strong></p></td><td><p><strong>FY 22/23</strong></p></td></tr><tr><td><p><strong>DfE Ring-fence Apprenticeships Budget</strong></p></td><td><p>£2,321m</p></td><td><p>£2,469m</p></td><td><p>£2,467m</p></td><td><p>£2,466m</p></td><td><p>£2,554m</p></td></tr><tr><td><p><strong>Total Ring-fence Apprenticeship Spend </strong></p></td><td><p>£1,738m</p></td><td><p>£1,919m</p></td><td><p>£1,863</p></td><td><p>£2,455</p></td><td><p>£2,458m</p></td></tr><tr><td><p><strong>Underspends against Ring-fenced Apprenticeships Budget </strong></p></td><td><p>£493m</p></td><td><p>£550m</p></td><td><p>£604m</p></td><td><p>£11m</p></td><td><p>£96m</p></td></tr></tbody></table><p> </p><p>In the last two financial years, on average, 98% of the English apprenticeships budget was spent. <br> <br> Any underspends in overall departmental budgets by the end of the FY are first returned to HMT, as per the Consolidated Budgeting Guidance. As employers choose which apprenticeships they offer and when, annual spend of the apprenticeship budget is subject to employer demand.</p> answering member printed Baroness Barran question first answered 25/09/2023 13:51:54 answering member 4703 label Biography information for Baroness Barran
tabling member	4238 label Biography information for Lord Storey

1660688

registered interest
date	13/09/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Free Schools: Construction
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what plans they have, if any, to provide detailed surveys to identify issues such as asbestos and unstable concrete before purchasing sites for free schools.
tabling member printed	Lord Taylor of Warwick
uin	HL10168
answer	answer is ministerial correction date of answer 25/09/2023 answer text <p>LocatED is the government owned property company responsible for buying and developing free school sites. The department works closely with LocatED and remains committed to acquiring suitable, safe and affordable sites in order to deliver new school places.</p><p>Technical experts carry out due diligence prior to acquisition to make sure sites are safe. The risks associated with these sites are taken into full consideration as part of the acquisition process. This is in line with standard industry practice.</p> answering member printed Baroness Barran question first answered 25/09/2023 13:48:59 answering member 4703 label Biography information for Baroness Barran
tabling member	1796 label Biography information for Lord Taylor of Warwick

1659832

registered interest
date	11/09/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Music: GCE A-level and GCSE
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government how many entries there were for (1) GCSE, and (2) A level, in music for each of the past five years for which figures are available; and of these, how many entries were from (a) fee-paying schools, and (b) the maintained sector.
tabling member printed	Lord Black of Brentwood
uin	HL10023
answer	answer is ministerial correction date of answer 25/09/2023 answer text <p>In 2022, the government published the national plan for music education to allow all children and young people in England the opportunity to progress their musical interests and talents, including professionally.</p><p>The plan addresses how the department will achieve this vision by 2030. This includes schools and academy trusts having clear approaches to supporting their pupils to progress with music beyond the age of 14, including opportunities to study music qualifications, such as graded exams, GCSEs, A levels and vocational and technical qualifications.</p><p>The number of pupils entering GCSE music in all state funded and independent institutions between the 2017/18 and 2021/22 academic years is available in the links below.</p><p>Data relating to GCSE entries in 2022/23 will be available in October 2023.</p><p>The number of pupils entering GCSE relates to those at the end of Key Stage 4.</p><p>The number of A level entries by pupils aged 16 to 18 in England in music since 2017/18 academic year can be found in the link below. The published data available includes a breakdown for state-funded pupils (those in state-funded schools and further education colleges) and all pupils (which additionally includes pupils in independent schools, hospital schools, Pupil Referral Units, and Alternative Provision). However, for A levels in music the difference in entries is almost entirely from independent schools.</p><p>Data relating to A level entries in 2022/23 will be available in November 2023.</p><p>The number of pupils entering GCSE music are available in the following links for each academic year:</p><ul><li>2017/18: <a href="https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fassets.publishing.service.gov.uk%2Fgovernment%2Fuploads%2Fsystem%2Fuploads%2Fattachment_data%2Ffile%2F806278%2F2018_Revised_Subject_Tables.xlsx&amp;wdOrigin=BROWSELINK" target="_blank">https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fassets.publishing.service.gov.uk%2Fgovernment%2Fuploads%2Fsystem%2Fuploads%2Fattachment_data%2Ffile%2F806278%2F2018_Revised_Subject_Tables.xlsx&amp;wdOrigin=BROWSELINK</a> (see table S7a).</li><li>2018/19: <a href="https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fassets.publishing.service.gov.uk%2Fgovernment%2Fuploads%2Fsystem%2Fuploads%2Fattachment_data%2Ffile%2F863126%2F2019_Revised_KS4_Subject_data.xlsx&amp;wdOrigin=BROWSELINK" target="_blank">https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fassets.publishing.service.gov.uk%2Fgovernment%2Fuploads%2Fsystem%2Fuploads%2Fattachment_data%2Ffile%2F863126%2F2019_Revised_KS4_Subject_data.xlsx&amp;wdOrigin=BROWSELINK</a> (see table KS4 subject data)</li><li>2019/20: <a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/f5cae452-3991-4e3b-448d-08dbb04e0e5c" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/f5cae452-3991-4e3b-448d-08dbb04e0e5c</a>.</li><li>2020/21: <a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/fe5c98f1-c162-4f2e-4937-08dbb04c73a2" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/fe5c98f1-c162-4f2e-4937-08dbb04c73a2</a>.</li><li>2021/22:<a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/26fd8ef3-ffda-4e4f-448e-08dbb04e0e5c" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/26fd8ef3-ffda-4e4f-448e-08dbb04e0e5c</a>.</li></ul><p> </p><p>The number of pupils entering A level music for academic years 2017/18 to 2021/22 is available here: <a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/debe1398-86a0-4b07-5a7f-08dbb9ac4483" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/debe1398-86a0-4b07-5a7f-08dbb9ac4483</a>.</p> answering member printed Baroness Barran question first answered 25/09/2023 13:13:43 answering member 4703 label Biography information for Baroness Barran
tabling member	4171 label Biography information for Lord Black of Brentwood

1659833

registered interest
date	11/09/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Social Services
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government, further to the Action for Children’s report, The Educational Outcomes of Children Referred to Children’s Social Care: A Revolving Doors Report, published on 22 August, and data from the annual children in need census, what assessment they have made of the gap in educational attainment between children who have interacted with the children’s social care system, and their peers who have not.
tabling member printed	The Lord Bishop of Durham
uin	HL10024
answer	answer is ministerial correction date of answer 25/09/2023 answer text <p>Our analysis for reporting year ending March 2022 for children in social care shows:</p><ul><li>At Key Stage 2, the percentage of all pupils meeting the expected standard in reading, writing and maths in 2022 was 59%, compared to 29% for children in social care, also called children in need (CIN), which includes looked-after children.</li><li>At Key Stage 4, the percentage of all pupils achieving grade 5-9 in English and Maths in 2022 was 50%, compared to 12% for CIN pupils.</li></ul><p>After accounting for a wide range of factors such as rates of special educational need in these cohorts, children who have interacted with the social care system were around 25-50% less likely to achieve grades 5-9 in GCSE English and Maths, compared to pupils who were not in social care.</p><p>The government has put in place a number of measures to support the educational attainment of looked-after children. Every local authority in England must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. Looked-after children attract Pupil Premium Plus funding of £2,530 per child up to age 16, which is managed by the Virtual School Head, working with the child’s education setting to deliver objectives in their individual Personal Education Plans.</p><p>‘Stable Homes, Built on Love’ sets out our strategy to reform the children’s social care system, including improving the education, employment, and training outcomes of children in care and care leavers. The department will introduce a gold standard accreditation scheme for further and higher education institutions supporting care leavers, consult on plans to expand the Virtual School Head role to include children in care and care leavers up to age 25, and roll out a further £24 million in Pupil Premium Plus style funding between 2023 and 2025 to bolster educational support available to children in care and care leavers in 16-19 education.</p><p>The Children in Need Review, which concluded in June 2019, identified for the first time that 1.6 million children needed a social worker between 2012 and 2018, and that these children have worse educational outcomes at every stage, with children who need a social worker in their GCSE year being 50% as likely to achieve a strong pass in English and Maths as their peers.</p><p>To address this, in June 2021 the department extended Virtual School Head duties to include all children with a social worker, giving them a strategic leadership role to champion the educational attendance, attainment, and progress of children with a social worker. This means that they have a lead role in levelling up educational outcomes for children with a social worker and narrowing the attainment gap, so every child has the opportunity to reach their potential.</p><p>We recently announced over £1 billion for programmes to improve early help services from birth to adulthood, including delivering on Family Hubs and helping families facing multiple-disadvantage through the Supporting Families programme and Holiday Activities and Food programme. Investing in support for families helps children to have happy, healthy childhoods. It can stop issues escalating and help them to achieve better outcomes. The Supporting Families Programme has supported over half a million families, to make sustained improvements to their lives, and is projected to help a further 300,000.</p><p>In ‘Stable Homes, Built on Love’, we outlined our plans to build on the strengths of current early help services, through the creation of family help. These reforms are central to ensuring children growing up with loving relationships and stability. The department is creating a service which meets the whole needs of a family and works to their strengths, delivered by multi-disciplinary teams working collaboratively with their local partners. Through the £45 million Families First for Children Pathfinder programme, we will test implementation in up to 12 local areas over two years and help assess requirements to achieve meaningful change system-wide.</p> answering member printed Baroness Barran grouped question UIN HL10025 HL10026 question first answered 25/09/2023 13:12:29 answering member 4703 label Biography information for Baroness Barran
tabling member	4312 label Biography information for The Lord Bishop of Durham

1659834

registered interest
date	11/09/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Social Services
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what steps they are taking to improve the educational attainment and GCSE results of children who interact with the children’s social care system.
tabling member printed	The Lord Bishop of Durham
uin	HL10025
answer	answer is ministerial correction date of answer 25/09/2023 answer text <p>Our analysis for reporting year ending March 2022 for children in social care shows:</p><ul><li>At Key Stage 2, the percentage of all pupils meeting the expected standard in reading, writing and maths in 2022 was 59%, compared to 29% for children in social care, also called children in need (CIN), which includes looked-after children.</li><li>At Key Stage 4, the percentage of all pupils achieving grade 5-9 in English and Maths in 2022 was 50%, compared to 12% for CIN pupils.</li></ul><p>After accounting for a wide range of factors such as rates of special educational need in these cohorts, children who have interacted with the social care system were around 25-50% less likely to achieve grades 5-9 in GCSE English and Maths, compared to pupils who were not in social care.</p><p>The government has put in place a number of measures to support the educational attainment of looked-after children. Every local authority in England must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. Looked-after children attract Pupil Premium Plus funding of £2,530 per child up to age 16, which is managed by the Virtual School Head, working with the child’s education setting to deliver objectives in their individual Personal Education Plans.</p><p>‘Stable Homes, Built on Love’ sets out our strategy to reform the children’s social care system, including improving the education, employment, and training outcomes of children in care and care leavers. The department will introduce a gold standard accreditation scheme for further and higher education institutions supporting care leavers, consult on plans to expand the Virtual School Head role to include children in care and care leavers up to age 25, and roll out a further £24 million in Pupil Premium Plus style funding between 2023 and 2025 to bolster educational support available to children in care and care leavers in 16-19 education.</p><p>The Children in Need Review, which concluded in June 2019, identified for the first time that 1.6 million children needed a social worker between 2012 and 2018, and that these children have worse educational outcomes at every stage, with children who need a social worker in their GCSE year being 50% as likely to achieve a strong pass in English and Maths as their peers.</p><p>To address this, in June 2021 the department extended Virtual School Head duties to include all children with a social worker, giving them a strategic leadership role to champion the educational attendance, attainment, and progress of children with a social worker. This means that they have a lead role in levelling up educational outcomes for children with a social worker and narrowing the attainment gap, so every child has the opportunity to reach their potential.</p><p>We recently announced over £1 billion for programmes to improve early help services from birth to adulthood, including delivering on Family Hubs and helping families facing multiple-disadvantage through the Supporting Families programme and Holiday Activities and Food programme. Investing in support for families helps children to have happy, healthy childhoods. It can stop issues escalating and help them to achieve better outcomes. The Supporting Families Programme has supported over half a million families, to make sustained improvements to their lives, and is projected to help a further 300,000.</p><p>In ‘Stable Homes, Built on Love’, we outlined our plans to build on the strengths of current early help services, through the creation of family help. These reforms are central to ensuring children growing up with loving relationships and stability. The department is creating a service which meets the whole needs of a family and works to their strengths, delivered by multi-disciplinary teams working collaboratively with their local partners. Through the £45 million Families First for Children Pathfinder programme, we will test implementation in up to 12 local areas over two years and help assess requirements to achieve meaningful change system-wide.</p> answering member printed Baroness Barran grouped question UIN HL10024 HL10026 question first answered 25/09/2023 13:12:29 answering member 4703 label Biography information for Baroness Barran
tabling member	4312 label Biography information for The Lord Bishop of Durham

1659835

registered interest
date	11/09/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Social Services
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what steps they are taking, beyond the school gates, to provide support to children who have interacted with the children’s social care system.
tabling member printed	The Lord Bishop of Durham
uin	HL10026
answer	answer is ministerial correction date of answer 25/09/2023 answer text <p>Our analysis for reporting year ending March 2022 for children in social care shows:</p><ul><li>At Key Stage 2, the percentage of all pupils meeting the expected standard in reading, writing and maths in 2022 was 59%, compared to 29% for children in social care, also called children in need (CIN), which includes looked-after children.</li><li>At Key Stage 4, the percentage of all pupils achieving grade 5-9 in English and Maths in 2022 was 50%, compared to 12% for CIN pupils.</li></ul><p>After accounting for a wide range of factors such as rates of special educational need in these cohorts, children who have interacted with the social care system were around 25-50% less likely to achieve grades 5-9 in GCSE English and Maths, compared to pupils who were not in social care.</p><p>The government has put in place a number of measures to support the educational attainment of looked-after children. Every local authority in England must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. Looked-after children attract Pupil Premium Plus funding of £2,530 per child up to age 16, which is managed by the Virtual School Head, working with the child’s education setting to deliver objectives in their individual Personal Education Plans.</p><p>‘Stable Homes, Built on Love’ sets out our strategy to reform the children’s social care system, including improving the education, employment, and training outcomes of children in care and care leavers. The department will introduce a gold standard accreditation scheme for further and higher education institutions supporting care leavers, consult on plans to expand the Virtual School Head role to include children in care and care leavers up to age 25, and roll out a further £24 million in Pupil Premium Plus style funding between 2023 and 2025 to bolster educational support available to children in care and care leavers in 16-19 education.</p><p>The Children in Need Review, which concluded in June 2019, identified for the first time that 1.6 million children needed a social worker between 2012 and 2018, and that these children have worse educational outcomes at every stage, with children who need a social worker in their GCSE year being 50% as likely to achieve a strong pass in English and Maths as their peers.</p><p>To address this, in June 2021 the department extended Virtual School Head duties to include all children with a social worker, giving them a strategic leadership role to champion the educational attendance, attainment, and progress of children with a social worker. This means that they have a lead role in levelling up educational outcomes for children with a social worker and narrowing the attainment gap, so every child has the opportunity to reach their potential.</p><p>We recently announced over £1 billion for programmes to improve early help services from birth to adulthood, including delivering on Family Hubs and helping families facing multiple-disadvantage through the Supporting Families programme and Holiday Activities and Food programme. Investing in support for families helps children to have happy, healthy childhoods. It can stop issues escalating and help them to achieve better outcomes. The Supporting Families Programme has supported over half a million families, to make sustained improvements to their lives, and is projected to help a further 300,000.</p><p>In ‘Stable Homes, Built on Love’, we outlined our plans to build on the strengths of current early help services, through the creation of family help. These reforms are central to ensuring children growing up with loving relationships and stability. The department is creating a service which meets the whole needs of a family and works to their strengths, delivered by multi-disciplinary teams working collaboratively with their local partners. Through the £45 million Families First for Children Pathfinder programme, we will test implementation in up to 12 local areas over two years and help assess requirements to achieve meaningful change system-wide.</p> answering member printed Baroness Barran grouped question UIN HL10024 HL10025 question first answered 25/09/2023 13:12:29 answering member 4703 label Biography information for Baroness Barran
tabling member	4312 label Biography information for The Lord Bishop of Durham

1659850

registered interest
date	11/09/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Universities: Care Leavers
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what steps they are taking to improve the number of care leavers who have access to university education.
tabling member printed	Lord Laming
uin	HL10041
answer	answer is ministerial correction date of answer 25/09/2023 answer text <p>This government is committed to ensuring that all care leavers are supported to succeed in education and achieve positive outcomes. The ‘Stable Homes, Built on Love’ strategy sets out the department’s plans to reform the children’s social care system, including improving the education, employment and training outcomes of children in care and care leavers. This includes, from 2027, a year-on-year narrowing of the gap in care leaver higher education participation rates compared to the general population.</p><p>We will introduce a gold standard accreditation scheme for further and higher education institutions supporting care leavers, working with an expert advisory group to develop the accreditation in partnership with the sector, and will consult on plans to expand the Virtual School Head role to include children in care and care leavers up to age 25. Local authorities must also provide a £2,000 bursary for care leavers who go to university.</p><p> </p> answering member printed Baroness Barran question first answered 25/09/2023 13:14:24 answering member 4703 label Biography information for Baroness Barran
tabling member	2079 label Biography information for Lord Laming

1659866

registered interest
date	11/09/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Termination of Employment
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government which (1) age group, and (2) other demographic groups, left the teaching profession in the greatest numbers in each of the past five years.
tabling member printed	Lord Watson of Invergowrie
uin	HL10057
answer	answer is ministerial correction date of answer 25/09/2023 answer text <p>Information on the school workforce in England, including the number and characteristics (age, gender, ethnicity, working pattern and post) of teachers joining and leaving service nationally, is published in the ‘School Workforce in England’ statistical publication, available here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england</a>.</p><p>Leavers are defined as qualified teachers leaving the state funded sector in England, for example due to a change of career or joining other UK education sectors, and those leaving on career breaks such as maternity leave or secondments outside of the school sector. Some of these teachers may rejoin a state funded school in England at a later date.</p> answering member printed Baroness Barran question first answered 25/09/2023 13:15:36 answering member 4703 label Biography information for Baroness Barran
tabling member	1241 label Biography information for Lord Watson of Invergowrie