“Student nurses aren’t like other students. 50% of their time is spent in clinical practice working directly with patients and their families and they have a longer academic year. These proposals will saddle future generations of these student nurses with even more debt and financial pressures and unless nurses pay improves, many graduates will never be in a position to pay their loans back. “The ring-fence to nursing student funding has been removed and a precious link between the NHS and its nurses is potentially at risk, making it harder to plan for the future workforce. “There are still a lot of question marks about how the system will actually work but the RCN is certain that anything that makes people worse off or deters them from becoming nurses, would be a big loss to our society.
Students on some Paramedic courses may be eligible to receive funding through the Local Education and Training Boards (LETBS formerly Strategic Health Authorities) or Local Ambulance Service Trusts. Students who receive funding from these sources are deemed to be in receipt of a healthcare award and fall within the definition of a healthcare bursary (regulation 2 (1)) and whether they are eligible to apply for support from SFE depends on if the funding they receive from the Department for Health and Social Care (DHSC)` is income assessed or non income assessed.
This briefing provides an overview of the new system, the transitional arrangements, and how the new system differs from that which preceded it. It also includes a brief history of the movement towards reform that took place in the years preceding the 2014 Act. A consultation on the inspection by Ofsted and the Care Quality Commission of local arrangements to support children and young people with SEN, due to begin in May 2016, was carried out from October 2015 to January 2016. Ofsted and the CQC published a response in March 2016, which confirmed that inspections would begin formally in May. Some initial research has begun to appear on the operation of the reformed system, and an overview of this is provided in the last section.
From August 2017, new students on most nursing, midwifery and allied health professions pre-registration courses will not be entitled to bursary support and will no longer have their tuition fees paid by the NHS. Students will instead be supported under the standard student support system. Some additional funding will also be provided, including an exceptional hardship fund, childcare costs funding (in addition to any entitlement under the standard support system) and a non-repayable travel grant. Further information on the reform is provided in LibraryBriefing7436, Reform of support for healthcarestudents in England. Some transitional measures have also been put in place for
6. The level of demand for local authorities to undertake EHC needs assessments has increased by over 50% since 2015. In 2017, 45,200 children and young people were assessed and a decision taken to whether they need an EHC plan. The number of requests for EHC plans that are either refused or delayed is also increasing. LAs can refuse to carry out an EHC needs assessment if they believe it has not met the required threshold of needs. In 2017, there were around 14,600 refusals to carry out an assessment. This is a third more than in 2015. Once a child has been assessed, they may still struggle to access the services they need. In 2018, 2,060 children with a statement or EHC plan were awaiting provision, which is almost three times more than in 2010. 30
Research carried out in 2004 by the then Department for Education and Skills (DfES) and the Food Standards Agency showed that while schools and caterers responded positively to the standards, in practice, children and young people continued to make unhealthy choices. Statistics from the Annual Health Survey for England 2004 showed that the levels of obesity for children had risen over the previous 10 years. Ongoing concerns led to the publication in 2004 of the DfES’s guidance, Healthy Living Blueprint for Schools , and the Government’s white paper,
The report’s recommendation that PSHE be made part of the curriculum was part of the Children, Schools and Families Bill, Session 2009-10. The Library research paper 09/95 on the Bill sets out the proposals of the then Labour Government. The PSHE provisions and sex education generally were discussed during the Public Bill Committee – pp 13 and 14 of the Library research paper 10/12 give an account of the debates. However, many of the key provisions of the Bill were removed during the consideration of Lords Amendments on 8 April 2010 immediately before the dissolution of Parliament for the general election. The provisions removed included the introduction of compulsory PSHE, and the provision that all children receive at least one year of sex and relationship education. Incidentally, the provisions in the Bill that did survive are now contained in the Children, Schools and Families Act 2010 .
Measures to legislate for these proposals were included in the Children, Schools and Families Bill before Parliament shortly before the 2010 General Election. For background see Library research paper 09/95 on the Children, Schools and Families Bill, Session 2009-10 (pages 23-27). Many of the Bill’s provisions, including the introduction of compulsory PSHE education and the provision that all children receive at least one year of sex and relationship education were removed during the consideration of Lords Amendments on 8 April 2010 immediately before the dissolution of Parliament for the General Election. The provisions in the Bill that did survive are now contained in the Children, Schools and Families Act 2010.
3.4 To enable a greater number of children to benefit from free school meals, we are proposing a net earnings threshold of £7,400 per annum for a household’s eligibility for free school meals. We estimate that, under this threshold, an extra 50,000 children would become eligible for free school meals, compared to today’s number of claimants. It is important to note that the net earnings threshold does not represent a household’s total income, as it does not include their income from benefits, which significantly increase a household’s overall income. A typical family earning around £7,400 per annum would, depending on their exact circumstances, have a total household income of between £18,000 and £24,000 once benefits are taken into account. 11
Costs would clearly be lower if a cap was reintroduced at a level below current numbers. Equally costs would be higher if there was no cap and student numbers increased in response to lower/no fees. It could also be argues that the £-for-£ compensation for universities may not have to apply. Universities that charge fees of over £6,000 have to have a set of actions agreed to improve access from disadvantaged groups (financial support, outreach etc.). It might be argued that scrapping fees, or reducing them below a certain level, means they need to spend less on access and hence do not need to be compensated in full for the loss of fee income. The fee levels at which this might apply and any possible cut in access spending are very much open to question.
BIS estimates of the RAB cost of student loans are calculated using a student loan repayment model. This makes long term forecasts of repayments for individual borrowers and is highly complex. There is a substantial amount of uncertainty about future repayment levels which are connected in large part to earnings growth forecasts. The paper HE in England from 2012: Funding and finance looks in depth at changes/improvements to the loan model over time.
There are also now a limited number of undergraduate degrees that allow the student to incorporate teacher training partway through the degree course, after an experience of classroom teaching. Successful students graduate with both a degree in their chosen subject and a recommendation for QTS. The length of the degree course is unaffected as the school placements are incorporated within the original course length. Degrees with QTS opt-in all focus on secondary school teaching and BA, BSc and Integrated Masters courses are available. A list of universities offering these courses is available on the Get Into Teaching website.
This information is provided to Members of Parliament in support of their parliamentary duties. It is a general briefing only and should not be relied on as a substitute for specific advice. The House of Commons or the author(s) shall not be liable for any errors or omissions, or for any loss or damage of any kind arising from its use, and may remove, vary or amend any information at any time without prior notice.
judgement about what constitutes minimum needs. Successive governments have argued there is no single, objective way of determining what constitutes a minimum acceptable income for a particular person or family, although independent researchers have made a number of attempts. Section 2 of Library Research Paper 13/1, Welfare Benefits Uprating Bill, 2013 , gives an overview of the debate. One such attempt is a major annual research project funded by the Joseph Rowntree Foundation, which estimates Minimum Income Standards (MIS) for different household types in the UK. The research involves in-depth consultation with members of the public, combined with expert knowledge, to identify the level of income required to meet a minimum acceptable standard of living – “having what you need in order to have the opportunities and choices necessary to participate in society.” The first findings were published in 2008 and are updated each year. 26
[…[ Our priorities for reform in this area are better regulation, autonomy and cost-effectiveness while maintaining and improving our focus on public protection. We intend to consult on how these priorities can be taken forward, taking account of the Law Commissions’ work on simplification and consistency and building on the Professional Standards Authority for Health and Social Care’s paper “Rethinking regulation” published in August 2015. We will present proposals that give the regulators the flexibility they need to respond to new challenges in the future without the need for further primary legislation.
assessment regime would place on both children and teachers: The latest stage in the assessment saga is the key stage 2 teacher assessment exemplifications for writing, which were released last week. Many teachers, who had been waiting anxiously for these materials, must, when they opened them, have despaired. Not only has the standard for reaching the expected level been very significantly raised (more akin to an old level 5 rather than the promised 4b), but also the assessment burden placed on Year 6 teachers is huge and unworkable.
a MFL in 2002; by 2010 this figure had dropped to just over 43 per cent. Entries have fallen again this year, with French and German down by just over 13 per cent. The number of pupils entered for history and geography GCSE is also declining. 4. The Government introduced the English Baccalaureate to halt and reverse the falls in these subjects. Through the establishment of the EBacc measure in the 2010 performance tables, we have enabled parents and pupils to see for the first time how their school is performing in these key academic subjects, and hope to encourage schools to offer a core of academic subjects and open up opportunities to all of their pupils. 6
More importantly these protected ethnic groups face poorer health, education and employment outcomes and feel marginalised in society. A mutually beneficial outcome would result from appropriate levels of site provision to meet needs. Good quality sites are provided in some areas, but historically a number of councils have ignored the strategic issue and only use reactive enforcement measures against encampments. In other areas there may be sites, but they are so poorly managed that they are expensive and unsustainable.