In that light, a whole host of questions have been put to Departments. They ask the Minister how many of his or her Department’s policies have been assessed against the familytest and what steps have been taken to publish the outcome of such an assessment. I regret to say that the answers to those questions have been rather limited. In many instances, the response was that the guidance urges only a consideration of publication, and therefore no publication had followed. There have been good examples of the assessment in relation to the Childcare Bill and the Education and Adoption Bill. However, the potential within the familytest is as yet unrealised. 11
Looming over the debate, and more importantly over low-income families, is the so-called managed migration of universal credit. Welcome as the Budget changes are, they do nothing to rectify UC’s fundamental design flaws, which become increasingly apparent as families suffer the consequences. One such flaw is payment —including money for children—into one account, which has been widely condemned for facilitating economic abuse and potentially aggravating domestic violence. Women subject to domestic violence are also being put at risk by two other cuts, which are especially harmful to larger and some minority-ethnic families: the two-child limit and the benefit cap. Both break the long-standing principle that entitlement to safety- net benefits should reflect a family’s needs. Over 70,000 families, two-thirds of whom were in work, lost up to £2,780 in the first year of the two-child limit. It is difficult to see how such a crude cut, directed at children, can support family life. The Government have refused to publish their familytest assessment, despite an FOI request which was turned town on utterly flimsy grounds. I wonder why. 44
Academies and free schools are state-funded, non-fee paying schools that are independent of local authorities. They are funded directly by the Department for Education (through the Education Funding Agency) and sign a funding agreement with the Secretary of State to receive that money. Many have sponsors, but this is no longer a requirement. At January 2016, 65.5 per cent of secondary pupils and 19.5 per cent of primary pupils in England were attending academies. 1
Have a warm winter coat Celebrations on special occasions Eat fresh fruit and/or vegetables every day Go to a playgroup at least once a week Go on school trip at least once a term Leisure equipment, e.g. sports equipment or a bicycle Hobby or leisure activity Outdoor space / facilities to play safely Have friends round for tea or a snack once a fortnight Attend organised activity once a week Bedrooms for every child aged 10+ of different gender One week's holiday away from home with family
[ The Equality Act 2010 ] contains limited exceptions to the prohibition of discrimination on grounds of religion or belief and sex. Schools designated by the Secretary of State as having a religious character (faith schools) are exempt from some aspects of the prohibition of discrimination on the grounds of religion or belief and this means they can make a decision about whether or not to admit a child as a pupil on the basis of religion or belief. Single-sex schools are lawfully permitted to discriminate on the grounds of sex in their admission arrangements. 1
Since May 2017, apprentices on both apprenticeship frameworks and apprenticeship standards have been funded in the same way. Employers who pay the apprenticeship levy will pay for their training costs from their levy funds, while employers who do not pay the levy will generally pay 10% of the cost of training with the government contributing the remaining 90%. The government will provide additional payments, mainly targeted at younger apprentices.
Flexi-schooling describes an approach which offers part-time attendance at school to parents who may wish to part-educate their child at home. In February 2013, the Department for Education issued “categorical” advice that a school could not agree to a flexi-schooling arrangement. However, in March 2013 this advice was amended to state that “where parents have entered in to flexi-schooling arrangements, schools may continue to offer those arrangements”. 27 The then Parliamentary Under-
Non-means tested loans of up to £10,000 are available to eligible students aged under 60 on eligible 1 or 2 year full-time masters courses. Students studying part- time at a minimum of 50% intensity of full-time study, or on part-time courses of two or three years with no full-time equivalent, are also able to access loans. Individuals who already have a postgraduate masters qualification are not eligible. Eligible courses include taught, research, distance learning or professional masters
Mr Laws: Some of those changes clearly could take place without the additional measures that we are taking, but we believe, for the reasons that I am giving, and will continue to give, that they would not by themselves go far enough. That is why we announced earlier this year that from 2015 we would return to linear A-levels, with examinations taking place at the end of the two-year course. Linear A-levels will free up time for teachers to focus on what teachers do best, which is providing high-quality teaching, developing their students’ deep understanding and love of a subject, and ensuring, therefore, that the final two years of education are about not simply public examinations and test preparation, but doing what our education system is designed to do, which is educating young people in these key subjects. 25
The decline in entrants has been solely due to the fall in ‘other under graduates’. Their numbers fell by more than 220,000 (67%) over the decade while there were increases in those on first degree courses of around 100,000 (21%), postgraduate research of around 7,000 (25%) and postgraduate taught programmes of 70,000 (29%). Other undergraduate courses are generally taken part-time and students on these courses make up a large proportion of total part-time numbers. This means that total part-time entrants have fallen steeply as well from 470,000 in 2009/10 to below 240,000 in 2017/18; a drop of 49% compared to an increase of 9% in full-time numbers. There were falls in each type of part-time course over this period; 70% in part-time ‘other’ undergraduates, 33% in first degrees (despite an increase in 2017/18), 17% taught postgraduate and 15% postgraduate research courses. Most of the decline in part- time postgraduate taught courses was to 2012/13 and numbers have stabilised or increased slightly since then.
Multi-academy trusts, or MATs, usually run more than one academy. MATs themselves are single legal entities, and will have one set of trustees. Their member schools will operate under a single governance structure. A handful of MATs are very large, with 40 or more schools; most MATs are much smaller than this, having between 1 and 10 schools. The Department for Education now publishes performance data for MATs.
The unemployment rate for people aged 18-24 was 10.8% in April-June 2017, down from 11.8% a year ago. 434,000 18-24 year olds were unemployed, while 1.68 million were economically inactive (not in work and not looking or available for work). 3.58 million were in work.
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.
In 2013-14 changes were made to the basis on which ESOL courses were funded. Previously, courses had been funded according to their guided learning hours; from 2013-14 courses would instead be listed on the Qualification Credit Framework (QCF) and providers would get a flat rate for a qualification, regardless of the number of hours offered. As many ESOL courses are short courses and were only awarded a small number of credits on the QCF, concerns were raised that providers could lose funding for their ESOL provision compared to the previous system. Transitional protections were put in place until new ESOL qualifications were developed in the QCF from 2014-15 (see section 1.1 above). A document published by the SFA setting out the changes
There are two permitted forms of selection by aptitude. Under section 100 of the School Standards and Framework Act 1998 , where the school used such selection in 1997-98 and has continued to use it since then without significant changes. And under section 102, where schools may select up to 10% of their intake on the basis of aptitude in their specialist area(s) provided that the admission arrangements do not involve any test of ability or any test designed to elicit the pupil’s aptitude for other subjects.
Ahead of last year’s autumn statement, the Prime Minister and I decided that however difficult the fiscal challenges we face, the tax lock and spending ring fence commitments we have made for this Parliament should be honoured in full ... As far as national insurance contributions are concerned, the locks were legislated for in the National Insurance Contributions (Rate Ceilings) Act 2015. When the Bill was introduced, it was made clear by Ministers that the lock would apply only to class 1 contributions
Alongside the recruitment of new teachers, the retention of existing teachers is a key component in maintaining teacher supply and is a key focus of the DfE’s Teacher Recruitment and Retention Strategy. 42,830 FTE qualified teachers left the state-funded sector in the 12 months to November 2017, a ‘wastage rate’ of 9.9%. This rate was the same as the previous two years and has increased from 9.2% in 2011. In 2017 the number of teachers leaving the profession was higher than the number entering for the first time on the current series (which goes back to 2011); 400 more FTE teachers left the profession than joined. The number of FTE qualified teachers recorded as leaving the state funded sector for reasons other than retirement was 35,800 in 2017. This has increased year-on-year from 24,750 in 2011 (when the current series starts). 25
now around 3% rather than just under 1% as under the original proposals (equivalent to a real-terms freeze). Second, there are new absolute minimum levels of funding per pupil for both primary and secondary schools. Finally, protections against losses were extended such that no school could experience a cash-terms increase of less than 0.5% per year between 2017–18 and 2019– 20 (as opposed to a cash-terms fall of 1.5% per year). The maximum any school can gain has also increased from 5.6% to 6.1% in cash-terms per pupil.
Tuition fee loans are excluded from the chart above. In 2006/07 234,000 new students were awarded tuition fee loans with an average value of £2,740 and a total value of £639 million. A further 153,000 existing students were awarded tuition fee loans for regulated fees, these totalled £156 million at an average of £1,010. The number awarded and their total value has increased in subsequent years as each year brings a new cohort liable to pay them. The first year of new students under the post-2012 funding regime with its higher fees (and fee loans) caused the total value of Tuition Fee loans to exceed that of maintenance loans for the first time. This gap has since grown and the value of Fee loans was more than double maintenance loans for the first time in 2014/15. This gap continued to grow in 2015/16, but fell from 2016/17 due to the loss of grants for new students.
‘We have a workforce crisis in health and social care and we’re still educating fewer students than the NHS needs. We recognise that this has been a difficult decision for the government but are pleased that the government has found a way forward. Carefully implemented, this should allow universities in partnership with the NHS to increase the number of training places and also improve day to day financial support for students while they are studying.’ The plan means that students will have access to more day to day maintenance support through the loans system and recognises that these disciplines are higher cost, science-based subjects.” 25