Keeping Children Safe in Education is the statutory guidance to which all schools and colleges in England must regard when carrying out their duties to safeguard and promote the welfare of children. The guidance places a responsibility on all staff to provide a safe environment, in which children can learn and to consider at all times what is in the best interests of the child. The guidance requires schools and colleges to have an effective child protection policy, which includes procedures to minimise the risk of peer on peer abuse and sets out how allegations of peer on peer abuse will be investigated. The policy should reflect the different forms that peer on peer abuse may take and make clear that abuse should never be tolerated or passed off as banter or part of growing up. The policy should also be clear as to how victims of peer on peer abuse will be supported. The guidance is clear that children’s social care and the Police should be involved as appropriate. 1
Following a consultation, revised Keeping children safe in education guidance will come into force from 3 September 2018. The main difference with the current guidance is the inclusion of a new section setting out principles for schools to consider when responding to reports of child on child sexual violence and sexualharassment. Until the revised guidance commences the version of Keeping children safe in education published in 2016 is still in force and is what schools must continue to have regard to. The final section of the briefing provides further information.
In addition, the revised Keeping children safe in education guidance includes a new section on child on child sexual violence and sexualharassment. Reports of sexual violence and sexualharassment are likely to be complex and the guidance does not attempt to provide directions on what schools should do in any particular case. It instead sets out principles for schools to consider in their responses to such reports. Ultimately, it states, decisions are for “the school…to make on a case- by-case basis, with the designated safeguarding lead (or a deputy) taking a leading role and using their professional judgement, supported by other agencies, such as children’s social care and the police as required.” 34
The overriding challenge for the 16–18 sector concerns the long- run stagnation in the level of resources available. By the end of the current Spending Review period in 2019–20, we expect that spending per student in further education will only be just above the level seen 30 years ago at the end of the 1980s. To date, school sixth forms have probably been better able to manage real- terms cuts in funding given that school funding per pupil was protected in real terms between 2010–11 and 2015–16. This clearly will not be possible indefinitely, especially as school
The budget for adult FE is set by the Government, usually in an annual skills funding statement or letter. After it has received details of its budget, the ESFA confirms each FE provider’s funding allocation or maximum contract value for the forthcoming year. Providers then earn funding up to their maximum allocation by delivering education and training that is approved for public funding. Information on the
Similarly, in a letter on 15 October 2018, Robert Halfon, Chair of the Education Committee, asked the Chancellor to “look very carefully at the core level of funding for students in FE” as he prepared the 2018 Budget and the forthcoming Spending Review. The letter argued that “it cannot be right that a funding ‘dip’ exists for students between the ages of 16 and 18, only to rise again in higher education”, and that “successive governments have failed to give further education the recognition it deserves for the role it pays in our national productivity puzzle.” The letter also highlighted particular issues with regards to 16- 19 funding, including underspends, VAT, and the English and maths condition of funding rules (further information on these issues is below). 50
38. Many parents will choose to send their children to a school as near as possible to their home. However, some parents choose to send their children to a school with a particular ethos because they adhere to a particular faith, or belief. Local authorities need to respect parents’ religious and philosophical convictions as to the education to be provided for their children, give careful consideration to discrimination issues and seek legal opinion if they are unsure about the effect of their policies, before publishing them each year.
undergraduate and postgraduate trainees on non-salaried routes can apply for funding under the standard undergraduate student support system. In addition, a range of bursaries and scholarships are available to some trainees, depending on the subject they are training in and, for postgraduates, the class of their first degree. For 2018-19 the Government is also piloting early-career retention payments for maths teachers. Under the scheme, eligible individuals will receive early-career payments of £5,000 each (£7,500 in some areas) in their third and fifth year of teaching in addition to a £20,000 bursary during their training.
1.31 Sexual orientation and what is taught in schools is an area of concern for some parents. Schools that liaise closely with parents when developing their sex and relationship education policy and programme should be able to reassure parents of the content of the programme and the context in which it will be presented. 1.32 Schools need to be able to deal with homophobic bullying. Guidance issued by the Department (Social Inclusion: Pupil Support Circular 10/99) dealt with the unacceptability of and emotional distress and harm caused by bullying in whatever form – be it racial, as a result of a pupil’s appearance, related to sexual orientation or for any other reason. […]
Sam Gyimah: Magic Breakfast currently receive central government funding from a contract with the Department for Education. The objective of the project is to set up and run 184 breakfast clubs in schools where 35% or more children are eligible for free school meals, to ensure that children are fed and are at school on time and ready to learn. Magic Breakfast are required to develop plans to enable the breakfast clubs to be self- sustaining beyond the contract period. The project is being externally evaluated.
Applicant numbers fell in 2012 with larger falls among those who faced fees of up to £9,000. The total was 7.6% down; accepted applicants were down by 5.5%. Applicant numbers bounced back somewhat in 2013. A record 496,000 were accepted in 2013 and new records were set for acceptances in each year to 2016. Applicant numbers rose again in 2014, but did not beat their 2011 peak until 2015. There was a small fall in acceptances and a larger drop in applicants in 2017. There were further small falls in both in 2018.
Estimated overall spending levels up to 2018-19 are given opposite. Again they include the subsidy element or economic cost of loans, but here they use the current RAB rate estimate of 20-25% of their face value. Cuts in maintenance grants have been projected forward and converted to financial year figures. The HEFCE funding data is that shown in the earlier table.
As set out above, just under half of the devolved AEB will be allocated to the Greater London Authority. In November 2018, the Mayor of London published a Skills for Londoners Framework, which set out how City Hall aims to achieve the priorities set out in the Skills for Londoners Strategy, published in June2018. It proposes making a number of changes to the national programme for the delivery of the AEB budget in London. This includes the following eight priorities for reform, in addition to some further areas, outside of the delivery of the statutory entitlements:
There was much variation across individual institutions and even with an aggregate surplus of 2.7% there were still 47 of 165 institutions in deficit in 2017/18. This was higher than at any time in the past decade. The distribution is illustrated opposite. One clear pattern is the large drop off between those in surplus by a few percentage points and those in deficit by more than 1%. While most institutions were in the -1% to +8% range a small number had much larger surpluses/deficits.
In February 2017, the Education Committee published the report of its inquiry into teacher supply: Recruitment and retention of teachers. The report concluded that “schools face increasing challenges of teacher shortages, particularly within certain subjects and regions” and that rising pupil numbers and changes to accountability, such as the focus on English Baccalaureate subjects, “will exacerbate existing problems.” It stated that the Government is aware of the issues but “needs to identify a strategic, long-term plan to effectively address them.” The “failure of the National Teaching Service”, had, it added, left “a gap in the Government’s plans to tackle regional shortages.” 128
Single and small academy trusts and sixth form colleges were able to bid for funding through the Condition Improvement Fund, with guidance published by the Education and Skills Funding Agency stating that the HPCF “is intended to improve children’s and young people’s physical and mental health by enhancing access to facilities for physical activity, healthy eating, mental health and wellbeing and medical conditions, such as kitchens, dining facilities, changing rooms, playgrounds and sports facilities.” 33 In March 2018 the Education and Skills Funding
There were almost 700,000 applicants for full-time undergraduate places through UCAS in 2017 and 534,000 were accepted. The table opposite summarises trends since UCAS was created following the reform of the sector in the early 1990s. The same data is illustrated in the chart below. These are annual numbers of applicants and entrants so show changes in the flow of students, not the overall population. There have been underlying increases in applicants and acceptances (averaging 2.0% and 3.0% a year respectively) since the mid-1990s. The total number of home applicants via UCAS rose in each year between 1999 and 2005. There was a 4.1% drop in 2006, the first year of 'variable' fees. The drop in 2006 was greater than that seen in 1998 -the previous change to tuition fees. Both were preceded by relatively large increases in applications.
But the expansion of higher education relies on funding being put onto a sustainable footing. The government must therefore ask graduates to meet more of the cost of their degrees once they are earning. From the 2016-17 academic year, maintenance grants will be replaced with maintenance loans for new students from England, paid back only when their earnings exceed £21,000 a year, saving £2.5 billion by 2020-21. To ensure that the long term costs of the student loan book remain affordable and transparent, the government will consult on freezing the loan repayment threshold for five years and review the discount rate applied to student loans and other transactions to bring it into line with the government’s long-term cost of borrowing.
The House of CommonsLibrary research service provides MPs and their staff with the impartial briefing and evidence base they need to do their work in scrutinising Government, proposing legislation, and supporting constituents. As well as providing MPs with a confidential service we publish open briefing papers, which are available on the Parliament website.
1.101 From 2018-19, loans of up to £25,000 will be available to any English student without a Research Council living allowance who can win a place for doctoral study at a UK university. They will be added to any outstanding master’s loan and repaid on the same terms, but with the intention of setting a repayment rate of 9% for doctoral loans and a combined 9% repayment rate if people take out a doctoral and master’s loan. The government will launch a technical consultation on the detail. Those who take out only a master’s loan will still repay at 6%, as announced at Autumn Statement 2015. 40