The government recognises that learning English is essential to enabling refugees to rebuild their lives. The Department for Education supports adults in England through the Adult Education Budget (AEB) to secure the English language skills they need.

The Home Office and the department have also provided £10 million to enable refugees resettled through the Vulnerable Persons Resettlement Scheme to access additional classes.

The government will publish a new strategy for English for speakers of other languages in 2019. Funding for all programmes beyond 2019-20, including any potential funding for this strategy, will be set during the upcoming Spending Review.

The government recognises that learning English is essential to enabling refugees to rebuild their lives. The government has committed to developing a new strategy for English for speakers of other languages in 2019. The strategy will provide a shared vision for all publicly funded English language provision, including addressing the needs of refugees and migrants. Funding for all programmes beyond 2019/20, including any potential funding for this strategy, will be set during the upcoming Spending Review.

The government recognises that learning English is essential to enabling refugees to rebuild their lives. The government has committed to developing a new strategy for English for speakers of other languages in 2019. The strategy will provide a shared vision for all publicly funded English language provision, including addressing the needs of refugees and migrants. Funding for all programmes beyond 2019/20, including any potential funding for this strategy, will be set during the upcoming Spending Review.

The government recognises that learning English is essential to enabling refugees to rebuild their lives. The department supports adults in England through the Adult Education Budget (AEB) to secure the English language skills that they need. The Home Office and the Department for Education have also provided £10 million to enable refugees resettled through the Vulnerable Persons Resettlement Scheme to access additional classes. The government has committed to developing a new strategy for English for speakers of other languages in 2019. Funding for all programmes beyond 2019/20, including any potential funding for this strategy, will be set during the upcoming Spending Review.

The government recognises that learning English is essential in enabling refugee women to rebuild their lives. We are working across government to develop a new strategy for English for speakers of other languages (ESOL) in 2019, which will include addressing the needs of refugees.

The department funds ESOL through the Adult Education Budget, which is allocated to providers on an annual basis. Colleges and adult learning providers have the freedom and flexibility to determine how they use their Adult Education Budget allocation to meet the needs of their communities. This includes planning, with local partners, the ESOL courses that they will deliver locally. The Home Office and the Department for Education have provided £10 million to enable refugees resettled through the Vulnerable Persons Resettlement Scheme to access additional classes.

We know that there are many examples of good practice to overcome barriers for learners with childcare needs. Through the ESOL strategy, we will explore what else needs to be done to enable good local solutions and to support greater access to English language provision.

All 3 and 4 year olds in England are entitled to 570 hours a year of funded early education over no fewer than 38 weeks of the year (which equates to 15 hours a week for 38 weeks of the year) irrespective of the immigration status of the child or their parent(s).

Local authorities have a duty to provide information, advice and assistance for parents and prospective parents on the provision of childcare in their area. Parents can contact their local Family Information Service for details of local childcare and early years provision in their area.

For those who come to the UK under the Vulnerable Persons Resettlement Scheme, additional funds are made available for childcare to ensure this is not a barrier for mothers and carers to learn English.

The government recognises that learning English is essential in enabling refugee women to rebuild their lives. We are working across government to develop a new strategy for English for speakers of other languages (ESOL) in 2019, which will include addressing the needs of refugees.

The department funds ESOL through the Adult Education Budget, which is allocated to providers on an annual basis. Colleges and adult learning providers have the freedom and flexibility to determine how they use their Adult Education Budget allocation to meet the needs of their communities. This includes planning, with local partners, the ESOL courses that they will deliver locally. The Home Office and the Department for Education have provided £10 million to enable refugees resettled through the Vulnerable Persons Resettlement Scheme to access additional classes.

We know that there are many examples of good practice to overcome barriers for learners with childcare needs. Through the ESOL strategy, we will explore what else needs to be done to enable good local solutions and to support greater access to English language provision.

All 3 and 4 year olds in England are entitled to 570 hours a year of funded early education over no fewer than 38 weeks of the year (which equates to 15 hours a week for 38 weeks of the year) irrespective of the immigration status of the child or their parent(s).

Local authorities have a duty to provide information, advice and assistance for parents and prospective parents on the provision of childcare in their area. Parents can contact their local Family Information Service for details of local childcare and early years provision in their area.

For those who come to the UK under the Vulnerable Persons Resettlement Scheme, additional funds are made available for childcare to ensure this is not a barrier for mothers and carers to learn English.

The government is committed to tackling loneliness and published its first loneliness strategy on 15 October 2018, bringing together the government, local government, public services, the voluntary and community sector and businesses to identify opportunities to tackle loneliness and build more integrated communities.

The government recognises that learning English is essential in enabling refugees to rebuild their lives. We are working closely across government to develop a new strategy for English for speakers of other languages (ESOL) in 2019, which will provide a shared vision for all publicly funded English language provision, including addressing the needs of refugees.

We know that language skills are crucial to help people integrate into life in England, as well as to break down barriers to work and career progression. This is why we support adults in England through the Adult Education Budget to secure the English language skills they need. The Home Office and the Department for Education have also provided £10 million to enable refugees resettled through the Vulnerable Persons Resettlement Scheme to access additional classes.

The government recognises that learning English is essential in enabling refugees to rebuild their lives. We are working across government to develop a new strategy for English for speakers of other languages (ESOL) in 2019, which will provide a shared vision for all publicly funded English language provision, including addressing the needs of refugees.

The department funds ESOL through the Adult Education Budget (AEB), which is allocated to providers on an annual basis. Colleges and adult learning providers have the freedom and flexibility to determine how they use their AEB allocation to meet the needs of their communities and this includes planning, with local partners, the ESOL courses that they will deliver locally. The AEB also provides additional support for learners who face specific financial hardship, which is preventing them from taking part or continuing in learning.

The Home Office and the Department for Education have also provided £10 million to enable refugees resettled through the Vulnerable Persons Resettlement Scheme to access additional classes.

The government recognises that learning English is essential in enabling refugees to rebuild their lives. We are working across government to develop a new strategy for English for speakers of other languages (ESOL) in 2019, which will include addressing the needs of refugees.

The department funds ESOL through the Adult Education Budget, which is allocated to providers on an annual basis. Colleges and adult learning providers have the freedom and flexibility to determine how they use their Adult Education Budget allocation to meet the needs of their communities and this includes planning, with local partners, the ESOL courses that they will deliver locally.

The Home Office and Department for Education have provided £10 million to enable refugees resettled through the Vulnerable Persons Resettlement Scheme to access additional classes.

From August 2014, students who left key stage 4 without a GCSE grade 4/C or above (or equivalent) in English and/or maths were required to continue studying these subjects as part of their 16-19 study programme. From the following year, students starting a new study programme with a GCSE grade 3/D (or equivalent) in English and/or maths had to enrol on GCSE courses only. From August 2019, students starting a new or continuing an existing study programme with a GCSE grade 2 (or equivalent) or below can study towards a pass in Functional Skills Level 2 or they can still study towards a GCSE grade 4 to 9. Those with a grade 3 (or equivalent) must still study GCSE only. Providers have the freedom to decide if and when students are ready to re-enter for an examination.

For years up until 2014/15 the Department published statistics on the achievement in English and maths by students who had not achieved GCSE A*-C 2 years previously (i.e. the 2014/15 estimates were based on those at end of key stage 4 in 2012/13). From 2015/16, figures are based on students at the end of their 16-18 study (up to 3 years of study)^[1]. This means that figures for 2014/15 and earlier are not directly comparable to those for later years.

The tables attached show the number of students in further education colleges, in England, from 2012/13 to 2017/18 who did not achieve a grade 4/C or equivalent in English or maths at key stage 4 and how many of them went on to achieve a grade 4/C or better (or equivalent).

[1] Available at: https://www.gov.uk/government/collections/statistics-attainment-at-19-years. For 2012/13 to 2014/15, scroll down to the ‘level 1 and 2 attainment’ section and open the link for each year. In the national tables, you require tables 2 and 4. For 2015/16 to 2017/18, open the revised publication at the top of the page for 2016, 2017 or 2018 and then open the ‘English and maths tables’. Institution type breakdowns are available in table 14a and 14b.

The government recognises the importance of English and maths both in work and everyday life. In England, we want to ensure that pupils benefit from reformed GCSEs, which are the gold standard qualification at 16. The new GCSEs are better at equipping young people with the literacy and numeracy required for further study and employment.

Students in England who leave school without a GCSE grade 4/C or above in English and maths have to continue studying these subjects.

Post-16 students with prior attainment of a GCSE grade 2 or below have a choice of which qualification to study including GCSEs and functional skills qualifications. We are reforming functional skills qualifications to improve their rigour and relevance, as well as improving their recognition amongst employers.

As part of the government’s response to the Integrated Communities Strategy green paper, the government has committed to developing a new strategy for English for speakers of other languages in 2019.

We are currently in the process of developing the strategy. Funding for all programmes beyond 2019/20, including any potential funding for this strategy, if needed, will be set during the upcoming Spending Review, which we expect to take place later this year.

We provide full funding up to and including Level 2 English and maths for adults aged 19 and above, including those who are employed, who do not have a GCSE grade 4, grade C, or higher. This is a legal entitlement as set out in the Apprenticeships, Skills and Children’s Learning Act 2009. Funding for these qualifications is provided through the Adult Education Budget (AEB), paragraphs 171 to 177 of the AEB funding rules for 2018 to 2019 gives further information on eligibility and entitlements, available at: https://www.gov.uk/government/publications/adult-education-budget-funding-rules-2018-to-2019.

If a learner wants to ‘retake’ their GCSE English and maths qualification because they did not achieve a grade 4 or higher (C or higher), then we will not fund the learner to re-sit the exam only. We will, however, fully fund the learner if they complete the learning programme again before retaking the exam.

Learners wishing to ‘retake’ their English and maths qualification only, will need to approach their provider who can check with the relevant awarding organisation that private candidates are accepted and what fee will be charged.

Providers, in receipt of an AEB allocation, will receive £811 if they deliver English and maths GCSEs to adults aged 19 and above. Further information can be found via the AEB: Funding rates and formula 2018 to 2019, available at: https://www.gov.uk/government/publications/adult-education-budget-funding-rates-and-formula-2018-to-2019.

The attached table contains the number of providers where adult (19+) learners are participating in GCSE English or maths courses in the Ashfield constituency and Nottinghamshire.

We want every student to secure the English and mathematics knowledge that will enable them to thrive in their studies, work and life. As a result of the changes made and thanks to the efforts of students, teachers, schools and college and across the country a record number of 19 year olds now hold a Level 2 qualification in both Maths and English.

The Department is also investing an additional £50 million over the next 5 years to help improve the quality of post-16 mathematics teaching and spread best practice. It is important that young people have an opportunity to reach their potential and they should be given every opportunity to do this.

The Department will publish data on post-16 students achievement in GCSE English and mathematics for the full 2018/19 academic year and compare it to previous academic years after the 2018/19 academic year concludes. Any assessments undertaken prior to the end of the academic year will not reflect the results of those post-16 students studying GCSE English and mathematics who sit their exams in summer 2019.

The following information pertains to the 2017-18 financial year and is based on the aggregate spending on apprenticeships as set out in the department’s 2017-18 annual report and accounts.

In the 2017-18 financial year, the department spent £1.58 billion on apprenticeships. Of the £1.58 billion, £1.52 billion was spent on training and assessing apprentices:

• £1.065 billion on ongoing costs of training apprentices who started before the levy was introduced in May 2017.
• £268 million was spent on training for apprentices who started on or after 1 May 2017 with levy paying employers.
• £189 million was spent on training for apprentices who started on or after 1 May 2017 with employers who do not pay the levy.

Additional payments relating to apprentices who started on or after 1 May 2017 were £99 million. English and maths training for apprentices who started on or after 1 May 2017 was £38 million.

The remaining spending of £58 million was on maintaining the apprenticeship programme and service, and on learners still funded under legacy areas of policy (now closed to new learners).

The Government Equalities Office is considering how best to deliver new funded programmes for people

who face barriers to getting into work for the first time. We are also working with the Learning and Work Institute to develop best practice guidance on building effective local networks and partnerships.

What steps the Government is taking to support women with limited English language skills to improve their employability.

During the Afghanistan war, many local people put their lives at risk by using their language skills to help our military, and some of those families were evacuated to Chelmsford. The English for Women project helped some of those women, and it now supports women of more than 30 nationalities to become involved in their communities, and to improve their employability. Will my right hon. Friend thank all those volunteers at the English for Women project in Chelmsford, and suggest ways to help them to network with likeminded organisations across the country?