https://www.gov.uk/government/publications/inspecting-safeguarding-in-early-years-education-and-skills-from-september-2015<\/a>. This makes clear that safeguarding is not just about protecting children and learners from deliberate harm and neglect and relates to broader aspects of care and education. Pupils\u2019 and students\u2019 personal development, behaviour and welfare is also a key area of focus in all inspections of education providers conducted under Ofsted\u2019s Common inspection framework.<\/p> <\/p>
We are clear in 'Working Together to Safeguard Children' and 'Keeping Children Safe in Education' about the importance of early help assessments. Early help means providing support as soon as a problem emerges at any point in a child\u2019s life. These assessments should be undertaken by school and college staff for children, especially vulnerable children, aged 16 and 17 as appropriate to their local circumstances. Effective early help can prevent problems escalating. In some cases, however, the school or college may consider that the child is a child in need, as defined under the Children Act 1989, and make a referral to children\u2019s social care.<\/p>
<\/p>
We are currently conducting a range of work to assess and improve the support children in need receive, including those experiencing mental ill-health, domestic abuse, exploitation or substance misuse. The children in need review and call for evidence, which was launched on 16 March, is looking at the educational outcomes for all children in need, including 16 and 17 year olds, and what support they need to improve those outcomes. The Children\u2019s Social Care Innovation Programme is also funding projects to assess how early help and contextual safeguarding can help protect adolescents and prepare them for adult life.<\/p>"}
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], "questionText" : "To ask the Secretary of State for Education, what assessment he has made of the quality of pastoral support provided within the education system for 16 and 17 year olds identified as vulnerable.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
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, {"_about" : "http://data.parliament.uk/resources/887880", "AnsweringBody" : [{"_value" : "Department for Education"}
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The Government believes that employers should be at the heart of reforms to technical education. Employers and their representatives have been consulted in the development of plans for delivering technical education reforms and designing the outline content for new T level programmes. The Government is working in partnership with employers and industry experts, including small and medium size enterprises (SMEs), to design T levels in a way that meets the needs of business.<\/p>
<\/p>
The Department is also talking to employers about how they can best be supported in delivering work placements as part of T levels. For example, a research project has been commissioned which will interview employers about their capacity and demand to offer T level work placements. Over 1000 employers, many of them SMEs, have been engaged through the work placement pilots, and are now offering work placements to students in the 2017/18 academic year. A public consultation on T level implementation has recently been completed, and the response will be published in the spring.<\/p>"}
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], "questionText" : "To ask the Secretary of State for Education, what steps his Department is taking to consult small and medium-sized businesses on the future of (a) technical and (b) vocational education.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
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, {"_about" : "http://data.parliament.uk/resources/858521", "AnsweringBody" : [{"_value" : "Department for Education"}
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The department has made available £2.01 billion of funding for apprenticeships in the 2017-18 financial year. We do not allocate funding on a regional basis.<\/p>
The table below sets out the total funding we have made available to apprenticeships for the financial years 2015-16 to 2017-18:<\/p>
<\/p>