Written questions by Dinenage.

What steps she is taking to support Institutes of Technology.

The collaborative approach between further education, higher education and employers developed by Institutes of Technology (IoTs) is valued. The department will be working with the sector as we develop our strategy for post-16 education and skills. Information on the number of students that took higher technical education courses (those at, or above, level 4) at IoTs are set out in the table below.Academic Year*Level 4+ learnersBackground2018/190The first IoT opened in September 2019 therefore no learners were recorded in annual year 2018/192019/20916Based on 6 IoTs open to learners2020/211901Based on 8 IoTs open to learners2021/223089Based on 11 IoTs open to learners2022/234512Based on 15 IoTs open to learners2023/246381Based on 19 IoTs open to learners (This data is incomplete as the Higher Education Statistic Agency data will not be available until April 2025.) *The department changed the way the data was collected and presented from 2021/22 academic year. The figures for 2019/20 and 2020/21 academic years are for learner starts at levels 4 and 5. The figures for 2021/22, 2022/23 and 2023/24 academic years are for learner cohorts for level 4+ (including level 6 and above).

How many students took higher technical education courses at Institutes of Technology in each academic year between 2018-19 and 2023-24.

The collaborative approach between further education, higher education and employers developed by Institutes of Technology (IoTs) is valued. The department will be working with the sector as we develop our strategy for post-16 education and skills. Information on the number of students that took higher technical education courses (those at, or above, level 4) at IoTs are set out in the table below.Academic Year*Level 4+ learnersBackground2018/190The first IoT opened in September 2019 therefore no learners were recorded in annual year 2018/192019/20916Based on 6 IoTs open to learners2020/211901Based on 8 IoTs open to learners2021/223089Based on 11 IoTs open to learners2022/234512Based on 15 IoTs open to learners2023/246381Based on 19 IoTs open to learners (This data is incomplete as the Higher Education Statistic Agency data will not be available until April 2025.) *The department changed the way the data was collected and presented from 2021/22 academic year. The figures for 2019/20 and 2020/21 academic years are for learner starts at levels 4 and 5. The figures for 2021/22, 2022/23 and 2023/24 academic years are for learner cohorts for level 4+ (including level 6 and above).

Whether she will commit to the continued funding of the Heritage Schools programme.

Programme funding for the 2025/26 financial year is subject to the outcomes of the department’s business planning. This includes the Heritage Schools programme, led by Historic England. Details will be set out in due course.

Whether her Department has made an estimate of the number of private school pupils with an education, health and care plan who will (a) enter mainstream state education, (b) enter specialist state education and (c) drop out of mainstream education as a result of the proposed application of VAT to private school fees..

The department has not made any estimate of the number of pupils with an education, health and care (EHC) plan who will enter state-funded mainstream or special schools or leave private mainstream education as a result of the proposed application of VAT to private schools’ fees. The department cannot be certain of the precise level, if any, of transfer from private to state sectors additional to the movements between schools, and between the private and state sectors, which happen each year in all parts of the country. The department will monitor demand and capacity using our normal processes and will work with local authorities to meet any pressures. It is however worth noting that most pupils with EHC plans are educated in mainstream state-funded schools and more than 97% of pupils with EHC plans attending private schools have their place fully funded by their local authority. Where pupils’ places in private schools are being funded by local authorities, local authorities will be able to reclaim the VAT.

Whether her Department has made an assessment of the potential impact of plans to introduce VAT on independent schools on (a) the number of children attending choir schools, (b) the number of choir schools, (c) the music industry and (d) levels of tourism.

This government is committed to ending the VAT exemption that private schools enjoy and will confirm the introduction of these changes at the Budget on 30 October.Following scrutiny of the government’s costing by the independent Office for Budget Responsibility, details of the government’s assessment of the expected impacts of these policy changes will be published at the Budget in the usual way.The government is passionate about extending opportunities for children and young people in the arts through a broader curriculum, ensuring all pupils in state-funded schools can access creative subjects, alongside subjects such as mathematics, science and English.

Whether she has had discussions with the Chancellor of the Exchequer on the potential impact of introducing VAT on independent schools on the arts sector.

This government is committed to ending the VAT exemption that private schools enjoy and will confirm the introduction of these changes at the Budget on 30 October. Following scrutiny of the government’s costing by the independent Office for Budget Responsibility, details of the government’s assessment of the expected impacts of these policy changes will be published at the Budget in the usual way.

Whether she has made a recent assessment of the potential merits of introducing the Oliver McGowan mandatory training on learning disability and autism in education settings.

The government aims to support all pupils with special education need and disabilities (SEND), including with autism, to achieve and thrive at school. High quality teaching and support is the single most important in-school factor in improving outcomes for pupils, including those with autism or other SEND.While the department recognises the value of Oliver McGowan training, this training was developed for health and social care staff.Within education settings, school staff can access a range of training as appropriate to their career stage. Training to support pupils with autism includes information on when to draw on the expertise of health and social care professionals.Headteachers should also use their professional judgement to identify any further training for teaching staff they employ. This may include the Oliver McGowan Mandatory Training and specific specialisms for individual staff when that is relevant to them, the school and its pupils. This can also include the Universal Services (US) Programme.The US programme brings together SEND-specific continuous professional development and support for the school and further education workforce. The programme aims to improve outcomes for children and young people, including those with autism, and aims to reach 70% of schools and colleges in England per year. The contract offers autism awareness training and resources. Over 185,000 professionals have received autism training from an Autism Education Trust training partner since the US programme launched in May 2022.