Answering member: Anne Milton | Party: Conservative Party | Department: Department for Education
The 16-19 budget set for each financial year is a forecast of anticipated spend. Actual spend varies from this because it is based on set funding rates per student. If actual student numbers are lower than forecast, the department works in conjunction with the Treasury to try to reallocate any underspends to other priorities in a way that maximises value for money. This could include a proposal to redeploy the funding to the next financial year. If alternative value for money activities cannot be identified, the funding is returned to the Treasury to support the overall fiscal position.
3. Educationfunding for 16-19 year olds
Most 16-19educationfunding is allocated to individual providers (e.g.
school sixth forms, sixth form colleges and general further education colleges) by the Education and Skills Funding Agency. The majority of each provider’s annual allocation is determined using a national funding formula which was introduced from 2013-14. Additional elements of funding are then allocated outside of the formula, including, for example, funding for high needs students, and for some student support schemes (e.g. Dance and Drama Awards).
Schools are cutting back on the curriculum; one has removed drama and cut back on modern foreign languages and music. All are now having to use school budgets to pay for shared support services, such as special educational needs outreach, educational psychology and family support services, which were once provided by Liverpool City Council. Others are forced to ask parents for money to make their budgets work. This is a catastrophe and will further disadvantage those pupils who already face barriers. This Queen’s Speech will do nothing to help my constituents who need to be safe from gun crime or who want their children to have a fair chance in education. It is the last desperate effort of a Government who seek only to cling on to office. We will make sure that they do not.
We will also extend our additional funding for maintained nursery schools to at least the end of this Parliament (2019-20).
There were differing views on the universal base rate from some types of providers. In particular, maintained nursery school (MNS) respondents noted that as a result of being constituted as schools, they had additional specific statutory responsibilities such as delivering teacher-led provision. The government recognises that MNS bear costs over and above other providers. For this reason, the government will provide supplementary funding of £55 million a year to local authorities for the duration of this Parliament. This will enable local authorities to maintain their current funding levels for MNS during the wider changes in early years funding, and ensure that the important contribution these schools make to the social mobility of young children in
My Lords, I would be more than happy to accept the noble Baroness’s assessment that this is withering and the figures are astronomical if we were talking about figures that related to the children who are likely to benefit today. A lot of this £3.9 billion—sorry, £3.8 billion; there are different figures according to different things—goes back a very long way to the 1993 scheme. Some of it goes back before the reforms introduced in 2003 by the Government of whom the noble Baroness was a member, and some of it goes back before 2008. If the noble Baroness thinks about the number of years that have passed, she will realise that those children are now grown up and will not benefit from recovering that money. It is very sad that absent parents have behaved badly. The only people who have lost out—as the noble Baroness put it—are those children. However, we are concerned about the children of today and to make sure that matters operate properly now, and that the money owed by absent parents, where the department has a role in trying to enforce that, gets paid to the caring parent so
The hon. Lady wrote to me on 17 November. I will of course respond to her letter. In addition, we have been very clear that we want to see how we can make progress in this area. However, as many questions have underlined, it is very complex, with many different aspects that we need to work on very carefully to get right. Although I know that within this House there have been some excellent reports underlining some of the areas where the guidance should be updated, there is also a broader debate in the country about the right way to do that. This matter needs to be handled very sensitively. That is why we will make sure we take the time to get the process right and then set it out to MPs.
It is highly disappointing that the NUT conference took this stance towards the Prevent strategy.
The Prevent duty is entirely consistent with schools’ existing
responsibilities and it is irresponsible to suggest that it requires teachers to spy on pupils or close down discussion in the classroom. Good schools will already have been safeguarding children from extremism and promoting fundamental British values long before the Prevent duty came into force. Schools provide a safe space for debate and play a key role in helping young people develop critical thinking skills, which increases their resilience to a range of risks, including extremism. We have published guidance on the Prevent duty and made a wide range of advice and materials available to schools through our Educate Against Hate website.
.• £500,000 of funding for an international marketing campaign for the Tour de Yorkshire 2016.• The government also supports plans to bid to host the Rugby League World Cup in the Northern Powerhouse.
Commenting on these announcements, Emma Boggis, Chief Executive of the Sport and Recreation Alliance, said: “The Budget 2016 has a lot of positive outcomes for sport and recreation. The funding for sport in both primary and secondary schools from the reinvestment of the sugar levy will deliver more opportunities to get children of a young age active, which is crucial if they are to stay active in later life. There is a great opportunity for our members to engage with the education sector to deliver high quality sport and physical activity so that that the
everyone. As outlined in the Industrial Strategy, the review will consider a range of specific issues within post-18 education.
The government is already fundamentally reforming the post-16education system to give all young people the opportunity to fulfil their potential and deliver a better future for our country. A key principle of the reform agenda is to improve the quality of technical education provision to deliver young people with the skills employers need both locally and nationally. New T-levels, with content designed by employers, will support them into skilled employment or progression to higher education. T-levels will be backed by over £500 million annually by the time the programme is rolled out fully, and we are implementing apprenticeship reforms to continue to improve the quality of apprenticeships for all. Our commitment to the 16 to 19 sector has contributed to the current record high proportion of 16 to 18 year olds who are participating in education or apprenticeships.
The Government is committed to creating a country that works for everyone, regardless of their background. We want all children to reach their full potential and to succeed in adult life.
Disadvantage has a significant impact on pupils’ attainment. This impact is seen throughout the school system and compounded in areas of disadvantage. In recognition of that, our formula recognises educational disadvantage in its widest sense, using different indicators within the deprivation factor into target funding widely. We want, in particular, to include those pupils who are not necessarily eligible for free school meals, but whose families are still struggling to get by.
Made by: Justine Greening (The Secretary of State for Education) The Government is firmly committed to introducing fairer funding for schools, high needs and early years. This is an important reform, which will fairly and transparently allocate funding on the basis of schools’ and children’s actual needs, rather than simply on historic levels of funding tied to out of date local information. Along with the record levels of funding for schools announced at the spending review, and our commitment to the pupil premium for pupils from disadvantaged backgrounds, a fairer funding system will set a common foundation that will enable schools – no longer held back by a funding system that is arbitrary, out of date and unfair – to maximise the potential of every child. It will provide a crucial underpinning for the education system to act as a motor for social mobility and social justice.
Answered by: Nicky Morgan | Department: Education
The hon. Gentleman is absolutely right to say that when somebody in a family, particularly a younger person, is struck with mental ill health, it affects the whole family. That is why funding through the voluntary and community sector programme and organisations such as Mind and Place2Be, as well as the MindEd website, which provides resources for parents, are important. I strongly encourage any parents who are worried about the mental health of their children to have an early conversation with people in their schools, including headteachers and teachers, so that they can then make the referrals.
psychological wellbeing and build resilience.
Answering member: Jackie Doyle-Price | Department:
Department of Health and Social Care
Across Government, we are clear for the need to take action to tackle the increase in cyberbullying and are incorporating such action within related work streams across health, education and culture. The Department of Education is clear that all schools are legally required to have a behaviour policy with measures to prevent all forms of bullying - including cyberbullying - and recognise that bullying of any kind can now, just as easily, occur online as face to face.
The Department is currently assessing the options for providing sufficient high quality training.
The training will be supported by the other proposals set out in the green paper Transforming Children and Young People’s Mental Health Provision. The Department’s pilot of training to improve joint working between schools and NHS mental health services has been a success, and will be rolled out nationally. This scheme has already helped around 1,000 schools build better links to specialist services through named points of contact in health and education.
Answered by: The Prime Minister | Party: Conservative Party | Department: Prime Minister
The hon. Gentleman has raised a very important issue. We welcome the report, and the Department for Education is going to be considering it carefully. We do not want to see any child held back from achieving their potential, and that includes ensuring that children with speech, language and communication needs are given the support they need. There has been particular training for teachers to support children who require additional help to communicate, and we will be introducing the education, health and care plans to make sure that children with additional needs receive the right support to succeed in school in the future, but we will look very carefully at what the report has said and obviously respond to it in due course.
award and the cost of the 1% award that schools would have anticipated under the previous public sector pay cap.” 87
In response to a parliamentary question of 3 September 2019, Minister Nick Gibb said that the Government was providing “an additional £105 million of funding for schools this year [2019-20]” on top of the money (£321 million) provided through the Teachers’ Pay Grant. This was “in recognition of the difference between [the 2.75% award for 2019-20] and the 2% the Department has assessed schools can afford on average nationally. 88 However, the funding announced by the Government does not include FE and sixth form colleges and this has been raised by some as an issue. For example, see the comments from the Association of Colleges at: DfE's Teacher Pay Grant decision adds insult to injury.
purpose of which was to support the participation and attainment of children from BME groups, including Gypsies and Travellers, as well as children with English as an additional language.
Currently, it is up to local authorities (in consultation with bodies called Schools Forums) to decide how to share out DSG funding between schools in their area, and to decide how much to retain for shared services or functions. In doing so, they must have regard to DfE guidance. Some local authority areas provide a Traveller education service, but this is not a statutory requirement.
different types of provider can often be funded at very different rates without a clear justification of why this is the case. In some localities, this favours the maintained sector and in others, it favours the private, voluntary and maintained sector.
Our Cost of Childcare Review, however, found that costs are broadly similar between the main types of early years provider. For example, the representative hourly cost (at average adult to staff ratios) for children aged three and four was £4.25 in private settings and £4.37 in primary schools with nursery provision. As the requirements of these providers, and the quality of the early education they provide, should be the same everywhere, we do not think that there should be such significant funding rate differentials between them. 29
• The additional £500 million for T Level (see section 3.5 above) is welcome but will not impact the majority of 16-19 students who are following academic or applied general qualifications. 45
Similar concerns were raised in a letter sent to the Chancellor in September2017 by seven associations representing schools, colleges, students and governors, and in a letter sent to the Prime Minister in October 2017 by 140 principals and chairs of colleges. Both letters argued, among other things, that 16-19 year olds in England are only funded to receive half the tuition time (15 hours) as sixth formers in some other leading economies. 46 Both letters also called for the national per student funding rate to be increased to £4,200, which could be funded in part, they said, from the underspend on the 16-19 budget. 47
20 Unless there is a clause in their funding agreements requiring SRE to be taught.
21 Department for Education and Employment, Sex and Relationship Education Guidance, July 2000
22 However, the DfE has stated that clarification is being sought on “the age at which a young person may have the right to make their own decisions,” and that a blanket right for parents to withdraw their child from sex education is no longer consistent with English caselaw (or with the ECHR and UNCRC). The outcome will be set out in regulations which will be subject to consultation and debate. See Department for Education, Policy Statement: Relationships Education, Relationships and Sex Education, and Personal, Social, Health, and Economic Education, March 2017