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835981

registered interest
date	02/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Free Schools: Greater Manchester
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment he has made of the adequacy of the budgets of the (a) Collective Spirit Free School in Oldham and (b) Manchester Creative Studio in each year since those academies were established.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	126336
answer	answer is ministerial correction date of answer 07/02/2018 answer text <p>We remain committed to an ambitious free schools programme that delivers choice, innovation and higher standards for parents.</p><p> </p><p>Schools which are new or growing may be funded on the basis of the pupils which the school estimate will be on roll within the same academic year. A reconciliation is carried out later in the academic year to match against the pupil numbers recorded in the October census. This is to ensure new and growing schools receive adequate funding for period which they are expanding year groups. Both Manchester Creative Studio and Collective Spirit Free School were funded on the basis of the trust’s estimates since established.</p><p> </p><p>Capital budgets of all free schools, including University Technical Colleges and studio schools, are allocated on a case by case basis and will consider the specific needs of the school. Costs are controlled very carefully to deliver value for money to the taxpayer.</p><p> </p><p>It is the responsibility of academy trusts to manage budgets. The Education Skills and Funding Agency (ESFA) monitors the performance of all trusts at regular intervals including through annual budget forecast returns and intervenes quickly when trusts are in difficulty. The ESFA has worked closely with both trusts to ensure the adequacy of budgets in the run up to closure.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 07/02/2018 17:46:00 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4263 label Biography information for Lucy Powell

836068

registered interest
date	02/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Students: Counselling
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what information his Department holds on the number of university students who have accessed university counselling and well-being services (a) in total and (b) at each university in each year for which figures are available.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Luciana Berger
uin	126423
answer	answer is ministerial correction date of answer 07/02/2018 answer text <p>As autonomous and independent organisations, it is for higher education institutions (HEIs) to determine what welfare and counselling services they need to provide to their students. Each institution will be best placed to identify the needs of their particular student body, including taking actions in line with any legal responsibilities under the Equality Act 2010.</p><p> </p><p>Government does not hold information on the number of students accessing university counselling and wellbeing services.</p><p> </p><p>An independent research report in this area was published on 4 September 2017 by the Institute for Public Policy Research, ‘Not by Degrees: Improving student mental health in the UK's universities’ (<a href="https://ippr.org/research/publications/not-by-degrees" target="_blank">https://ippr.org/research/publications/not-by-degrees</a>).</p><p> </p><p>This report states that: “Our survey reveals that HEIs have – over the past five years – experienced significant increases in demand for (overall) student services… 94 per cent report an increase in demand for counselling services, while 61 per cent report an increase of over 25 per cent”.</p><p> </p><p>The department is working closely with Universities UK (UUK) on their ongoing programme of work on mental health in higher education. As part of this, UUK launched their Step Change programme on 4 September 2017, which encourages higher education leaders to adopt mental health as a strategic imperative and implement a whole institution approach.</p><p> </p><p>The Children and Young People’s Mental Health Green Paper published on 4 December 2017 outlines government’s plans to set up a new national strategic partnership focused on improving the mental health of 16-25 year olds. This partnership will support and build on the work of UUK and consider the Green Paper’s proposed initiatives to improve the mental wellbeing of students in higher education.</p> answering member constituency East Surrey answering member printed Mr Sam Gyimah question first answered 07/02/2018 17:18:37 answering member 3980 label Biography information for Mr Sam Gyimah
tabling member	4036 label Biography information for Luciana Berger

829558

registered interest
date	24/01/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	STEM Subjects
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government which sectors are included within the definition of STEM used to inform the Careers guidance and access for education and training providers guidance published by the Department for Education in January.
tabling member printed	Baroness Garden of Frognal
uin	HL5061
answer	answer is ministerial correction date of answer 07/02/2018 answer text <p>The government’s careers strategy puts employers at the heart of a high-quality careers programme for young people. We are asking every school and college to use the Gatsby benchmarks that define all the elements of excellent careers provision, including encounters with employers and employees and experiences of workplaces. They will be measured against these benchmarks.</p><p> </p><p>Statutory guidance, ‘Careers guidance and access for education and training providers’ (attached), published in January 2018, sets out how schools meet the Gatsby benchmarks. We will shortly publish equivalent guidance for colleges. The guidance documents include an expectation that each school and college offer every young person at least one encounter with an employer each year from years 7 to 13. Due to the growing demand for science, technology, engineering and mathematics (STEM) skills, particularly in sectors such as engineering, construction and manufacturing, this should include encounters with STEM employers. Rather than defining STEM in a particular way, our statutory guidance sets out that schools should give pupils access to a broad range of STEM employers. We want employers of all sizes, and from all sectors, to offer encounters that inspire people and provide information regarding the skills that employers need. We have also placed a new legal duty on schools to ensure there are sufficient opportunities for young people to hear directly from providers of technical education qualifications and apprenticeships. This will ensure that young people learn about the alternatives to academic and school-based routes, leading to better-informed choices.</p><p> </p><p>The statutory guidance outlines that schools and colleges should begin to work towards meeting the benchmarks by the end of 2020. Schools can assess how their support compares against the benchmarks by using Compass, an online self-assessment tool developed by The Careers &amp; Enterprise Company (CEC) and The Gatsby Charitable Foundation. The CEC will publish a report annually, based on data gathered from the Compass tool, showing what progress schools and colleges have made in meeting the Gatsby benchmarks.</p><p> </p><p>Ofsted will continue to hold schools and colleges to account for the quality of careers provision. Matters relating to careers guidance contribute to judgements under three of the four areas in the school inspection handbook, and all four areas of the further education and skills inspection handbook. Through its training and communications with inspectors, Ofsted continues to remind inspectors of the importance of careers guidance.</p> answering member printed Lord Agnew of Oulton grouped question UIN HL5062 HL5063 HL5064 question first answered 07/02/2018 17:45:00 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name Careers guidance and access for education and training providers.pdf title Careers guidance
tabling member	3842 label Biography information for Baroness Garden of Frognal

829559

registered interest
date	24/01/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Vocational Guidance
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how they will monitor whether education providers are fulfilling their requirement to ensure that every young person has an encounter with an employer in each academic year from year 7 to year 13.
tabling member printed	Baroness Garden of Frognal
uin	HL5062
answer	answer is ministerial correction date of answer 07/02/2018 answer text <p>The government’s careers strategy puts employers at the heart of a high-quality careers programme for young people. We are asking every school and college to use the Gatsby benchmarks that define all the elements of excellent careers provision, including encounters with employers and employees and experiences of workplaces. They will be measured against these benchmarks.</p><p> </p><p>Statutory guidance, ‘Careers guidance and access for education and training providers’ (attached), published in January 2018, sets out how schools meet the Gatsby benchmarks. We will shortly publish equivalent guidance for colleges. The guidance documents include an expectation that each school and college offer every young person at least one encounter with an employer each year from years 7 to 13. Due to the growing demand for science, technology, engineering and mathematics (STEM) skills, particularly in sectors such as engineering, construction and manufacturing, this should include encounters with STEM employers. Rather than defining STEM in a particular way, our statutory guidance sets out that schools should give pupils access to a broad range of STEM employers. We want employers of all sizes, and from all sectors, to offer encounters that inspire people and provide information regarding the skills that employers need. We have also placed a new legal duty on schools to ensure there are sufficient opportunities for young people to hear directly from providers of technical education qualifications and apprenticeships. This will ensure that young people learn about the alternatives to academic and school-based routes, leading to better-informed choices.</p><p> </p><p>The statutory guidance outlines that schools and colleges should begin to work towards meeting the benchmarks by the end of 2020. Schools can assess how their support compares against the benchmarks by using Compass, an online self-assessment tool developed by The Careers &amp; Enterprise Company (CEC) and The Gatsby Charitable Foundation. The CEC will publish a report annually, based on data gathered from the Compass tool, showing what progress schools and colleges have made in meeting the Gatsby benchmarks.</p><p> </p><p>Ofsted will continue to hold schools and colleges to account for the quality of careers provision. Matters relating to careers guidance contribute to judgements under three of the four areas in the school inspection handbook, and all four areas of the further education and skills inspection handbook. Through its training and communications with inspectors, Ofsted continues to remind inspectors of the importance of careers guidance.</p> answering member printed Lord Agnew of Oulton grouped question UIN HL5061 HL5063 HL5064 question first answered 07/02/2018 17:45:00 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name Careers guidance and access for education and training providers.pdf title Careers guidance
tabling member	3842 label Biography information for Baroness Garden of Frognal

829560

registered interest
date	24/01/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	STEM Subjects
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how they will monitor whether education providers are fulfilling their requirement to ensure that every young person has at least one encounter with a STEM employer between the academic years of year 7 to year 13.
tabling member printed	Baroness Garden of Frognal
uin	HL5063
answer	answer is ministerial correction date of answer 07/02/2018 answer text <p>The government’s careers strategy puts employers at the heart of a high-quality careers programme for young people. We are asking every school and college to use the Gatsby benchmarks that define all the elements of excellent careers provision, including encounters with employers and employees and experiences of workplaces. They will be measured against these benchmarks.</p><p> </p><p>Statutory guidance, ‘Careers guidance and access for education and training providers’ (attached), published in January 2018, sets out how schools meet the Gatsby benchmarks. We will shortly publish equivalent guidance for colleges. The guidance documents include an expectation that each school and college offer every young person at least one encounter with an employer each year from years 7 to 13. Due to the growing demand for science, technology, engineering and mathematics (STEM) skills, particularly in sectors such as engineering, construction and manufacturing, this should include encounters with STEM employers. Rather than defining STEM in a particular way, our statutory guidance sets out that schools should give pupils access to a broad range of STEM employers. We want employers of all sizes, and from all sectors, to offer encounters that inspire people and provide information regarding the skills that employers need. We have also placed a new legal duty on schools to ensure there are sufficient opportunities for young people to hear directly from providers of technical education qualifications and apprenticeships. This will ensure that young people learn about the alternatives to academic and school-based routes, leading to better-informed choices.</p><p> </p><p>The statutory guidance outlines that schools and colleges should begin to work towards meeting the benchmarks by the end of 2020. Schools can assess how their support compares against the benchmarks by using Compass, an online self-assessment tool developed by The Careers &amp; Enterprise Company (CEC) and The Gatsby Charitable Foundation. The CEC will publish a report annually, based on data gathered from the Compass tool, showing what progress schools and colleges have made in meeting the Gatsby benchmarks.</p><p> </p><p>Ofsted will continue to hold schools and colleges to account for the quality of careers provision. Matters relating to careers guidance contribute to judgements under three of the four areas in the school inspection handbook, and all four areas of the further education and skills inspection handbook. Through its training and communications with inspectors, Ofsted continues to remind inspectors of the importance of careers guidance.</p> answering member printed Lord Agnew of Oulton grouped question UIN HL5061 HL5062 HL5064 question first answered 07/02/2018 17:45:00 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name Careers guidance and access for education and training providers.pdf title Careers guidance
tabling member	3842 label Biography information for Baroness Garden of Frognal

829561

registered interest
date	24/01/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	STEM Subjects
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how they will monitor whether education providers are fulfilling their requirement to ensure that every young person has a STEM-focused careers experience before they reach year 11.
tabling member printed	Baroness Garden of Frognal
uin	HL5064
answer	answer is ministerial correction date of answer 07/02/2018 answer text <p>The government’s careers strategy puts employers at the heart of a high-quality careers programme for young people. We are asking every school and college to use the Gatsby benchmarks that define all the elements of excellent careers provision, including encounters with employers and employees and experiences of workplaces. They will be measured against these benchmarks.</p><p> </p><p>Statutory guidance, ‘Careers guidance and access for education and training providers’ (attached), published in January 2018, sets out how schools meet the Gatsby benchmarks. We will shortly publish equivalent guidance for colleges. The guidance documents include an expectation that each school and college offer every young person at least one encounter with an employer each year from years 7 to 13. Due to the growing demand for science, technology, engineering and mathematics (STEM) skills, particularly in sectors such as engineering, construction and manufacturing, this should include encounters with STEM employers. Rather than defining STEM in a particular way, our statutory guidance sets out that schools should give pupils access to a broad range of STEM employers. We want employers of all sizes, and from all sectors, to offer encounters that inspire people and provide information regarding the skills that employers need. We have also placed a new legal duty on schools to ensure there are sufficient opportunities for young people to hear directly from providers of technical education qualifications and apprenticeships. This will ensure that young people learn about the alternatives to academic and school-based routes, leading to better-informed choices.</p><p> </p><p>The statutory guidance outlines that schools and colleges should begin to work towards meeting the benchmarks by the end of 2020. Schools can assess how their support compares against the benchmarks by using Compass, an online self-assessment tool developed by The Careers &amp; Enterprise Company (CEC) and The Gatsby Charitable Foundation. The CEC will publish a report annually, based on data gathered from the Compass tool, showing what progress schools and colleges have made in meeting the Gatsby benchmarks.</p><p> </p><p>Ofsted will continue to hold schools and colleges to account for the quality of careers provision. Matters relating to careers guidance contribute to judgements under three of the four areas in the school inspection handbook, and all four areas of the further education and skills inspection handbook. Through its training and communications with inspectors, Ofsted continues to remind inspectors of the importance of careers guidance.</p> answering member printed Lord Agnew of Oulton grouped question UIN HL5061 HL5062 HL5063 question first answered 07/02/2018 17:45:00 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name Careers guidance and access for education and training providers.pdf title Careers guidance
tabling member	3842 label Biography information for Baroness Garden of Frognal

829564

registered interest
date	24/01/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Student Wastage
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what plans they have to address the findings of the University Partnerships Programme Foundation and Social Market Foundation report On course for success? Student retention at university with particular reference to the conclusion that students from ethnic minority and disadvantaged backgrounds are more likely to drop out.
tabling member printed	Baroness Hussein-Ece
uin	HL5067
answer	answer is ministerial correction date of answer 01/02/2018 answer text <p>The government is committed to ensuring that everyone with the potential has the opportunity to benefit from higher education (HE), irrespective of their background. Entry rates to full-time HE for 18 year olds from all ethnic groups increased in 2017, reaching the highest recorded numbers.</p><p> </p><p>There is, however, more to do to ensure that students, including disadvantaged and black and minority ethnic students, are supported both to access higher education and also to participate and succeed. That is why we have taken a number of actions on this.</p><p> </p><p>From April 2018, Access Agreements will be extended and become Access and Participation Plans. This recognises the importance of HE providers supporting both access and participation, including non-continuation and non-completion of courses, and student success for disadvantaged groups. Additionally, the Teaching Excellence and Student Outcomes Framework will use non-continuation rates as a core metric when ascribing Gold, Silver or Bronze status to individual universities. This can be found at: <a href="https://www.gov.uk/government/publications/teaching-excellence-and-student-outcomes-framework-specification" target="_blank">https://www.gov.uk/government/publications/teaching-excellence-and-student-outcomes-framework-specification</a>. Furthermore, the new Transparency Condition created by the Higher Education and Research Act will require many HE providers to publish their completion rates broken down by gender, ethnicity and socio-economic background. Making this data public will expose those providers who are underperforming in this area.</p><p> </p><p>The new regulator for HE, the Office for Students, will also have a statutory duty to have regard to the need to promote equality of opportunity in relation to the whole student lifecycle for disadvantaged and traditionally under-represented groups, not just access.</p> answering member printed Viscount Younger of Leckie question first answered 01/02/2018 17:22:38 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	4164 label Biography information for Baroness Hussein-Ece

829578

registered interest
date	24/01/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Intercountry Adoption
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, further to the Written Answer by Lord Agnew of Oulton on 15 November 2017 (HL2833), when children adopted from abroad will have access to the educational entitlements referenced in the answer; and whether they will publish the letter from the Minister of State for School Standards sent to local authorities in England on the subject.
tabling member printed	Lord Triesman
uin	HL5080
answer	answer is ministerial correction date of answer 07/02/2018 answer text <p>Educational entitlements for children adopted from outside of England remain under consideration. We have not set a timetable for any changes to educational entitlements but have given a clear commitment to amend the School Admissions Code, to give children adopted from care overseas the same entitlement for priority school admission as those adopted from care in England, at the earliest opportunity. I will place a copy of the letter from my right hon. Friend, the Minister for School Standards, in the Library of both Houses.</p> answering member printed Lord Agnew of Oulton question first answered 07/02/2018 17:49:37 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	3651 label Biography information for Lord Triesman

829583

registered interest
date	24/01/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Further Education: Apprentices
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many further education colleges lost their allocation of non-levied apprenticeships funding in the recent Education and Skills Funding Agency procurement process; and in which regions were those colleges.
tabling member printed	Lord Watson of Invergowrie
uin	HL5084
answer	answer is ministerial correction date of answer 07/02/2018 answer text <p>189 colleges of further education (FE) held contracts with the Education and Skills Funding Agency (ESFA) to deliver apprenticeships prior to this procurement. The ESFA received bids from 182 of these FE colleges in the procurement, of which 10 have not been offered awards. Six of these were because the bids did not meet the minimum scoring threshold, and the remaining four were due to the awards falling below the £200,000 minimum contract value, set to ensure viable contracts for providers, employers and the ESFA. The 10 colleges are dispersed around England as shown in the table below.</p><p> </p><p> </p><table><tbody><tr><td><p>East Midlands</p></td><td><p>0</p></td></tr><tr><td><p>East of England</p></td><td><p>1</p></td></tr><tr><td><p>Greater London</p></td><td><p>3</p></td></tr><tr><td><p>North East</p></td><td><p>0</p></td></tr><tr><td><p>North West</p></td><td><p>2</p></td></tr><tr><td><p>South East</p></td><td><p>1</p></td></tr><tr><td><p>South West</p></td><td><p>1</p></td></tr><tr><td><p>West Midlands</p></td><td><p>2</p></td></tr><tr><td><p>Yorkshire &amp; Humber</p></td><td><p>0</p></td></tr></tbody></table><p> </p><p>All FE colleges with apprentices already in training will continue to receive funding until they have completed their learning. In addition, subject to limits on the number of starts, we have offered all existing providers that were unsuccessful in the procurement a three-month extension of their current contracts to the end of March 2018, allowing them to take on new starts. All providers who are on the Register of Apprenticeship Training Providers are still able to deliver to levy paying employers.</p><p> </p><p>Potential providers were required to indicate the sectors and regions in which they would be delivering apprenticeships in their tenders. We are confident that non-levy paying employers can access high quality apprenticeship training to support their growth and success, regardless of where in the country they operate in.</p><p> </p><p>We will continue to keep this under review and take action where necessary.</p><p> </p><p> </p> answering member printed Lord Agnew of Oulton grouped question UIN HL5085 HL5086 question first answered 07/02/2018 14:59:44 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	1241 label Biography information for Lord Watson of Invergowrie

829584

registered interest
date	24/01/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Further Education: Apprentices
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of the impact of further education colleges losing their allocation of non-levied apprenticeship funding on (1) local employers, and (2) existing, and (3) potential, local apprentices.
tabling member printed	Lord Watson of Invergowrie
uin	HL5085
answer	answer is ministerial correction date of answer 07/02/2018 answer text <p>189 colleges of further education (FE) held contracts with the Education and Skills Funding Agency (ESFA) to deliver apprenticeships prior to this procurement. The ESFA received bids from 182 of these FE colleges in the procurement, of which 10 have not been offered awards. Six of these were because the bids did not meet the minimum scoring threshold, and the remaining four were due to the awards falling below the £200,000 minimum contract value, set to ensure viable contracts for providers, employers and the ESFA. The 10 colleges are dispersed around England as shown in the table below.</p><p> </p><p> </p><table><tbody><tr><td><p>East Midlands</p></td><td><p>0</p></td></tr><tr><td><p>East of England</p></td><td><p>1</p></td></tr><tr><td><p>Greater London</p></td><td><p>3</p></td></tr><tr><td><p>North East</p></td><td><p>0</p></td></tr><tr><td><p>North West</p></td><td><p>2</p></td></tr><tr><td><p>South East</p></td><td><p>1</p></td></tr><tr><td><p>South West</p></td><td><p>1</p></td></tr><tr><td><p>West Midlands</p></td><td><p>2</p></td></tr><tr><td><p>Yorkshire &amp; Humber</p></td><td><p>0</p></td></tr></tbody></table><p> </p><p>All FE colleges with apprentices already in training will continue to receive funding until they have completed their learning. In addition, subject to limits on the number of starts, we have offered all existing providers that were unsuccessful in the procurement a three-month extension of their current contracts to the end of March 2018, allowing them to take on new starts. All providers who are on the Register of Apprenticeship Training Providers are still able to deliver to levy paying employers.</p><p> </p><p>Potential providers were required to indicate the sectors and regions in which they would be delivering apprenticeships in their tenders. We are confident that non-levy paying employers can access high quality apprenticeship training to support their growth and success, regardless of where in the country they operate in.</p><p> </p><p>We will continue to keep this under review and take action where necessary.</p><p> </p><p> </p> answering member printed Lord Agnew of Oulton grouped question UIN HL5084 HL5086 question first answered 07/02/2018 14:59:44 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	1241 label Biography information for Lord Watson of Invergowrie