[Withdrawn] Department for education single departmental plan: June 2019
Updated 27 June 2019
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Our single departmental plan sets out key priorities of our Secretary of State.
The Department for Education is responsible for children’s services and education, including early years, schools and academies, further and higher education policy, apprenticeships and wider skills in England.
Our vision is: world-class education, training and care for everyone, whatever their background. It will make sure that everyone has the chance to reach their potential, and live a more fulfilled life. It will also create a more productive economy, so that our country is fit for the future.
Our principles
As we strive to achieve our vision, 7 principles will guide our work. These principles will help guide our reforms and plans. The principles are cross-cutting and will shape everything we do as a department, from strategy development through to delivery.
World-class education:
- ensure our academic standards match and keep pace with key comparator nations
- strive to bring our technical education standards in line with leading international systems
- ensure that education builds character, resilience and well-being
To achieve this we will:
- remember that in education and care, by far the most important factor is the people delivering it – so we will strive to recruit, develop and retain the best
- prioritise in all we do the people and places left behind, the most disadvantaged
- protect the autonomy of institutions by intervening only where clear boundaries are crossed
- make every pound of our funding count
Our main delivery areas
- Children’s services, early years and well-being
- Schools
- Post-16 and skills
- Corporate transformation
- Brexit
1. Children’s services, early years and well-being
Lead minister
Nadhim Zahawi MP, Parliamentary Under Secretary of State for Children and Families
Lead officials
Indra Morris Director General, Social Care, Mobility and Disadvantage
Andrew McCully Director General, Early Years and Schools
| Our priorities |
|---|
| Support local authorities to deliver high performing children’s services everywhere - aiming to reduce the number of inadequate local authorities below 10% by 2022 |
| Working with health partners to deliver high-quality services for children and young people with special educational needs and disability |
| Secure a highly capable, highly-skilled social work workforce (including through the national assessment and accreditation system and Social Work England) |
| Ensure that children in need of help and protection are supported by a national system of excellent and innovative practice (including through a new What Works Centre) |
| Continue to deliver and embed our offer of 30 hours of free childcare for working parents (supports SDG 4) |
| Improve our understanding of how best to support parents to develop their children’s learning at home |
| Improve our understanding of child wellbeing and happiness (supports SDG 3) |
| Provide targeted, place-based support, across the department’s remit from early years through to post-16 and skills, in the areas that need it, including through our opportunity areas (supports SDG 4 and 10) |
Our performance
Local authority children’s services, inspected under the single inspection framework, rated ‘good’ or ‘outstanding’ by Ofsted
| Date | Percentage of local authority children’s services rated ‘good’ or ‘outstanding’ by Ofsted | Number of inspections |
|---|---|---|
| September 2018 | 43% | 152 |
| September 2017 | 36% | 152 |
| March 2017 | 29% | 127 |
| March 2016 | 25% | 93 |
‘Single inspection framework’ inspections were published for all 152 local authorities responsible for children’s social care in England by 13 December 2017. The single inspection framework was replaced by the inspections of local authority children’s services (ILACS) programme in January 2018.
Source: Local authority and children’s homes in England inspections and outcomes autumn 2018: main findings; release schedule: bi-annually
Percentage of children reaching a good level of development in the early years foundation stage profile assessment
| Academic year | Percentage achieving a good level of development |
|---|---|
| 2018 | 72% |
| 2017 | 71% |
| 2016 | 69% |
| 2015 | 66% |
| 2014 | 60% |
Children achieving a good level of development are those achieving at least the expected level within the following areas of learning: communication and language; physical development; personal, social and emotional development; literacy; and mathematics.
Source: Early years foundation stage profile results: 2017 to 2018; release schedule: annually
Take up of funded early education for 3- and 4-year-olds
| Date | Percentage of 3- and 4-year-olds benefiting from some funded early education |
|---|---|
| January 2018 | 94% |
| January 2017 | 94% |
| January 2016 | 95% |
| January 2015 | 95% |
| January 2014 | 95% |
| January 2013 | 95% |
| January 2012 | 95% |
All 4-year-olds have been entitled to government-funded early education since 1998 and in 2004 this was extended to all 3-year-olds. Since September 2010, all 3- and 4-year-olds have been 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).
Source: Education provision: children under 5 years of age, January 2018; release schedule: annually
Percentage of providers on the Early Years Register rated ‘good’ or ‘outstanding’ by Ofsted
| Date | Percentage of inspected providers rated ‘good’ or ‘outstanding’ |
|---|---|
| 31 December 2018 | 95% |
| 31 August 2018 | 95% |
| 31 August 2017 | 94% |
| 31 August 2016 | 91% |
| 31 August 2015 | 85% |
| 31 August 2014 | 80% |
| 31 August 2013 | 77% |
On 31 December 2018, 51,000 (82%) providers on the Early Years Register had received a full inspection. Most of the providers that have not yet been inspected joined the Early Years Register within the last 2 years.
Source: Childcare providers and inspections as at 31 December 2018; release schedule: termly
2. Schools
Lead ministers
The Rt Hon Nick Gibb MP, Minister of State for School Standards
Lord Theodore Agnew, Parliamentary Under Secretary of State for the School System
Lead officials
Andrew McCully Director General, Early Years and Schools
Eileen Milner Chief Executive Officer, Education and Skills Funding Agency (ESFA)
| Our priorities |
|---|
| Ensure there are sufficient high-quality teachers in our schools for the long term, by delivering our teacher recruitment and retention strategy which includes our Early Career Framework (supports SDG 4) |
| Support schools to get the best out of their budgets, improving school resource management, providing more advice, support and deals for schools |
| Maintain our focus on ensuring all children can access a place at a ‘good’ or ‘outstanding’ school |
| Support schools and colleges in developing character, resilience and well-being in young people (supports SDG 3) |
| Elevate the status of our teaching profession; including by: strengthening qualified teacher status, reducing unnecessary workload, and supporting the Chartered College of Teaching |
| Continue to build school-led system capacity across the country, giving our academies and maintained schools the space and support to thrive, and helping schools to make the positive choice of grouping together in successful multi-academy trusts |
| Promote the educational outcomes of disadvantaged children and young people including through implementing the commitments made in response to the Timpson review to ensure schools can support children at risk of exclusion, and ensure they have access to high-quality education after exclusion (supports SDG 4 and 8) |
| Design and deliver the new curriculum fund to provide excellent curriculum plans and content (supports SDG 4) |
| Drive forward our focus on key subjects within the curriculum, including through the English Baccalaureate (EBacc), and strengthening the teaching of phonics and computer science (supports SDG 4) |
Our performance
Pupils in ‘good’ or ‘outstanding’ schools
6.7 million children are now in schools rated ‘good’ or ‘outstanding’, 85% of children compared to 66% in 2010
Source: Ofsted Data View; Ofsted inspection data; release schedule: annually
Following a consultation, we changed the way we report on inspection outcomes in our statistical datasets; our data is now more comprehensive and transparent. We have also backdated the changes for previous years, so that we can still compare the quality of the sector over time.
Schools rated ‘good’ or ‘outstanding’ at their most recent inspection
| Date | Percentage of schools rated ‘good’ or ‘outstanding’ |
|---|---|
| 31 December 2018 | 85% |
| 31 August 2018 | 86% |
| 31 August 2017 | 87% |
| 31 August 2016 | 86% |
| 31 August 2015 | 82% |
| 31 August 2014 | 79% |
| 31 August 2013 | 77% |
| 31 August 2012 | 69% |
| 31 August 2011 | 70% |
| 31 August 2010 | 68% |
Source: Ofsted: State-funded schools inspections and outcomes as at 31 December 2018: main findings; release schedule: annually
Pupils reaching the expected standard in reading, writing and maths at the end of key stage 2
| Year | Percentage reaching the expected standard | Percentage reaching a higher standard |
|---|---|---|
| 2018 | 64% | 10% |
| 2017 | 61% | 9% |
| 2016 | 53% | 5% |
Figures for 2018 are not directly comparable to previous years due to changes in the writing teacher assessment frameworks.
Source: National curriculum assessments at key stage 2 in England, 2018 (provisional); release schedule: annually
This is the third year of operation for the new assessments of students through the new, more challenging national curriculum in primary schools.
Average Attainment 8 score of all state-funded schools
46.5 at key stage 4 during the 2017 to 2018 academic year
In secondary schools, the new, more challenging main national indicator of pupil performance is the Attainment 8 score per pupil.
Attainment 8 measures the average achievement of pupils in up to 8 qualifications including English (double weighted if the combined English qualification or both language and literature are taken), maths (double weighted), 3 further qualifications that count in the English Baccalaureate (EBacc) and 3 further qualifications that can be GCSE qualifications (including EBacc subjects) or any other non-GCSE qualifications on the DfE approved list.
Source: Key stage 4 and multi-academy trust performance 2018 (revised); release schedule: annually
Pupils achieving the threshold of a grade 5 or above in English and maths in state-funded schools
| Year | Percentage achieving threshold in English and maths (grades 9 to 5) in state-funded schools |
|---|---|
| 2018 | 43.3% |
| 2017 | 42.6% |
In summer 2015 students began studying new GCSEs in English language, English literature and maths. The new GCSEs are graded 1 to 9, with 9 being the top grade.
The headline threshold measure has changed in 2017, to set a higher standard for schools. As the threshold is now higher, these figures should not be compared to the English and maths attainment figures shown against grade 4 in the 2018 plan.
Source: Key stage 4 and multi-academy trust performance 2018 (revised); release schedule: annually
3. Post-16 and skills
Lead ministers
The Rt Hon Anne Milton MP, Minister for State and Apprenticeships and Skills
Chris Skidmore MP, Minister of State for Universities, Science, Research and Innovation
Lead officials
Paul Kett Director General, Higher and Further Education
Eileen Milner Chief Executive Officer, Education and Skills Funding Agency (ESFA)
| Our priorities |
|---|
| Deliver T Levels as a gold standard for technical and professional excellence, ensuring our young people can access a world-class education whichever route they choose (supports SDG 4 and 8) |
| Continue our ground-breaking reforms to apprenticeships, with quality at the core (supports SDG 4 and 8) |
| Consider the review of post-18 education and funding to make sure that our system is joined up and promotes access and success in all forms of post-18 education - providing real choice, quality and value for money for everyone, as well as delivering the skills our country needs |
| Develop a national retraining scheme to drive up adult learning and retraining (supports SDG 4 and 8) |
| Launch the review of qualifications at level 3 and below with extensive public consultation, and design and implement a T Level transition offer |
| Scrutinise the quality of technical education at higher levels through a qualifications review, focused on levels 4 and 5 (supports SDG 4) |
| Improve capacity, quality and resilience of the further education sector |
| Work with the Department for Business, Energy and Industrial Strategy, to support the implementation of the Industrial Strategy, by reforming the skills system to deliver skills demanded by employers, and needed to boost productivity (supports SDG 9) |
| Raise the status of our further education teaching profession |
| Improve the quality of careers advice and guidance for children, young people and adults so that they are aware of the breadth of opportunities available to them (supports SDG 4) |
| Boost exports by making the most of our international reputation in the provision of higher education and other areas |
| Put in place the right conditions for a flourishing education technology sector, supporting innovative ideas in online and offline delivery |
Our performance
Quality apprenticeships starts
1.7 million people of all ages started apprenticeships between May 2015 and January 2019
We will report to Parliament on the progress of our work with, and commitment to, employers on achieving 3 million high-quality apprenticeship starts.
Source: Further education and skills: March 2019; release schedule: monthly
Overall effectiveness of further education and skills providers at their most recent inspection
81% of further education and skills providers have been rated ‘good’ or ‘outstanding’ at their most recent inspection, as at 31 August 2018
Source: Further education and skills: inspection outcomes; release schedule: annually
Percentage of first degree leavers in work or study 6 months after graduation from English higher education institutions
| Graduation year | Percentage of first degree leavers in work or study |
|---|---|
| 2016 to 2017 | 90% |
| 2015 to 2016 | 90% |
| 2014 to 2015 | 89% |
| 2013 to 2014 | 89% |
| 2012 to 2013 | 88% |
Source: Higher Education Statistics Agency Higher education leavers statistics: UK, 2016 to 2017; release schedule: annually
4. Corporate transformation
Permanent Secretary
Lead officials
Mike Green Chief Operating Officer, Operations Group
Emran Mian Director General for Strategy and International
| Our transformation aims |
|---|
| Be user-centered: we know who our users are and meet their needs |
| Deliver end-to-end: we design and deliver around our users’ needs |
| Empower yourself and others: we value teams who take initiative and make improvements |
| Make evidence-based decisions: we use evidence to make effective decisions |
Our transformation aims will help us work together to improve and are underpinned by the 3 Civil Service Leadership Statement values: Inspiring, Confident and Empowering.
As well as working together to achieve our transformation aims and live our values, we also need to improve our ways of working and our workplace to be a brilliant department in ‘A Brilliant Civil Service’.
People survey engagement score
| Year | Engagement score |
|---|---|
| 2018 | 65% |
| 2017 | 63% |
| 2016 | 62% |
Source: Civil Service People Survey; release schedule: annually
Percentage of spend that is allocated to small and medium-sized enterprises (SMEs)
| Financial year | Percentage of total spend |
|---|---|
| 2017 to 2018 | 23.6% |
| 2016 to 2017 | 32.7% |
| 2015 to 2016 | 28.3% |
Source: Central government spend with SMEs data; release schedule: annually
Greenhouse gas emissions
| Financial year | Percentage reduction from 2009 to 2010 baseline |
|---|---|
| 2017 to 2018 | 55% |
| 2016 to 2017 | 48% |
| 2015 to 2016 | 51% |
Source: Greening Government Commitments annual reports; release schedule: annually
5. Brexit
| How we will achieve this |
|---|
| We will support the government to deliver on the referendum vote to get control of our money, borders and laws, while building a strong new relationship with Europe |
Our equality objectives
We have set objectives to help us advance equality. These are:
- promote the educational outcomes of disadvantaged children and young people, by delivering a national funding formula for schools, sufficient high-needs funding to support children and young people with special educational needs and disability, and continuing to support disadvantaged young people through the pupil premium (supports SDG 4)
- work with the Ministry of Housing, Communities and Local Government to create a stronger, more integrated Britain (supports SDG 16)
- ensure new relationships and sex education (RSE), and personal, social, health and economic education (PSHE) support young people to stay safe and prepare for life in modern Britain, and work with the Department of Health and Social Care to improve children’s mental health through improved support (supports SDG 3)
- work to ensure that public appointments made by the Department for Education contribute to realising the ambition that by 2022, 50% of all public appointees are female and 14% of all public appointments made are from ethnic minorities
- in addition, as part of our drive to improve diversity and inclusion, we have introduced a project that is aimed at empowering all staff to feel comfortable talking about race and tackling race-related issues - learning from similar work at the Ministry of Justice and the Department of Environment, Food and Rural Affairs, Project Race will seek to develop activities and programmes that promote greater equality and opportunity for all staff
Our performance
Attainment disadvantage gap index
The gap is measured on a scale of -10 to +10 with positive numbers indicating that disadvantaged pupils had scored less than all other pupils on average, and negative scores indicating that disadvantaged pupils have scored higher.
| Year | Disadvantaged pupils’ attainment gap index in state-funded schools at key stage 2 | Disadvantaged pupils’ attainment gap index in state-funded schools at key stage 4 |
|---|---|---|
| 2018 | 2.90 | 3.68 |
| 2017 | 2.99 | 3.66 |
| 2016 | 3.03 | 3.78 |
| 2015 | 3.10 | 3.80 |
| 2014 | 3.15 | 3.74 |
| 2013 | 3.16 | 3.81 |
| 2012 | 3.23 | 3.89 |
Sources: Key stage 2 and multi-academy trust performance, 2018 (revised) and Key stage 4 and multi-academy trust performance 2018 (revised); release schedule: annually
Take up of free early education for disadvantaged 2-year-olds
| Year | Percentage of eligible children benefiting from some funded early education |
|---|---|
| January 2018 | 72% |
| January 2017 | 71% |
| January 2016 | 68% |
| January 2015 | 58% |
Source: Education provision: children under 5 years of age, January 2018; release schedule: annually
Representation of female staff, ethnic minority staff and disabled staff
| Year | Female | Ethnic minority | Disabled |
|---|---|---|---|
| 2018 | 57.6% | 17.3% | 13.5% |
| 2017 | 58.2% | 17.7% | 9.0% |
| 2016 | 58.8% | 17.4% | 9.5% |
Source: Civil Service Diversity and Inclusion Dashboard; release schedule: quarterly
Our finances
Departmental expenditure limit (DEL): £73.5 billion
Resource DEL (including depreciation): £68.5 billion
Capital DEL: £5 billion
Annually managed expenditure (AME): £18 billion
Control totals included in this document are in line with those presented in the Main Supply Estimates 2019 to 2020 and are currently subject to Parliamentary approval. Any changes arising from the Parliamentary approval process will be reflected in due course.
Source: Main Supply Estimates 2019 to 2020; release schedule: annually
Our people
As at 31 March 2019, Department for Education had 4,580 full-time equivalent employees, not including its agencies.
Source: ONS public sector employment data; release schedule: quarterly
Public value framework
To support the delivery of our objectives, we will be improving our performance against the public value framework, which includes the following areas: pursuing goals; managing inputs; engaging users and citizens, and developing system capacity.