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837444

registered interest
date	05/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Complaints
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many complaints he or his predecessors have received in relation to local authorities acting on (a) Education, Health and Care Plans and (b) the Local Offer under the provisions of sections 496 and 497 of the Education Act 1996.
tabling member constituency	Hampstead and Kilburn
tabling member printed	Tulip Siddiq
uin	126563
answer	answer is ministerial correction date of answer 12/02/2018 answer text <p>The department receives correspondence from parents, including complaints. To differentiate complaints from other correspondence relating to special educational needs and disability would require a significant update to our correspondence management system.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 126322 question first answered 12/02/2018 17:27:37 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4518 label Biography information for Tulip Siddiq

837521

registered interest
date	05/02/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices: Small Businesses
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department is taking to promote apprenticeship programmes to small and medium-sized businesses.
tabling member constituency	Telford
tabling member printed	Lucy Allan
uin	126640
answer	answer is ministerial correction date of answer 13/02/2018 answer text <p>Through the National Apprenticeship Service, we are working closely with employers of all sizes in growing their apprenticeship programmes and to help them make the most effective decisions for their organisation.</p><p> </p><p>Our relaunched apprenticeships campaign aims to help increase the number of vacancies created by employers of all sizes. It encourages small and medium-sized businesses to recruit apprentices and upskill their current workforce through apprenticeships. Radio advertising is supported by targeted digital, telemarketing activity, public relations and social media activity. It will continue to support employers to create new vacancies and publicise these on the ‘Find an Apprenticeship’ website.</p><p> </p><p>Links to the two apprenticeships campaign websites can be found at – one for employers: <a href="https://hireanapprentice.campaign.gov.uk/" target="_blank">https://hireanapprentice.campaign.gov.uk/</a>, and one for apprentices: <a href="https://www.getingofar.gov.uk/" target="_blank">https://www.getingofar.gov.uk/</a>.</p><p> </p><p>All UK employers with an annual pay bill of £3 million or more, pay 0.5 per cent of their pay bill to invest in apprenticeship training. We have led a major awareness-raising campaign over the past year, alongside HM Revenue and Customs. This ensures all levy-paying employers, whatever their size, are aware of both their obligations to pay the levy, and the opportunity to spend their investment through registering for an apprenticeship service account. We are providing ongoing support for smaller levy-payers via telephone to encourage them to invest their levy funds through registering for an apprenticeship service account.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 13/02/2018 10:28:36 answering member 1523 label Biography information for Anne Milton
tabling member	4411 label Biography information for Lucy Allan

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

835982

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	Collective Spirit Multi-Academy Trust
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will place a copy of the financial investigation carried out by the Education Funding Agency into the Collective Spirit Multi Academy Trust in 2016 in the Library.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	126337
answer	answer is ministerial correction date of answer 07/02/2018 answer text <p>The Education and Skills Funding Agency (ESFA) does not intend to publish the report. As part of routine business, the ESFA carried out a fact-finding review in August 2016 at Collective Spirit Free School. In accordance with published policy, these routine reports are not released. The published policy can be found on GOV.UK.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 07/02/2018 17:53:21 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4263 label Biography information for Lucy Powell

835984

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	Collective Spirit Multi-Academy Trust
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many and what related party transactions were registered by the Collective Spirit Multi Academy Trust in each year since its foundation.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	126339
answer	answer is ministerial correction date of answer 07/02/2018 answer text <p>Collective Spirit Multi Academy Trust has registered five related party transactions in its full annual accounts since its foundation in 2013.</p><p> </p><p>The full annual accounts are published on the Companies House website at: <a href="https://beta.companieshouse.gov.uk/company/08178309/filing-history?page=2" target="_blank">https://beta.companieshouse.gov.uk/company/08178309/filing-history?page=2</a>.</p><p> </p><p>A summary of what the related party transactions are can be found in the table attached.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 07/02/2018 17:50:35 answering member 4113 label Biography information for Nadhim Zahawi attachment 1 file name 126339 attachment.docx title Party transactions
tabling member	4263 label Biography information for Lucy Powell

835985

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, how many times the Regional Schools Commissioner visited the (a) Collective Spirit Free School in Oldham and (b) the Manchester Creative Studio (i) prior to and (ii) after each of those school's most recent Ofsted inspection.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	126340
answer	answer is ministerial correction date of answer 07/02/2018 answer text <p>We do not collect central data on the number of individual visits by Regional School Commissioner’s (RSC) and their teams. The RSC works alongside a wider team including Education Advisers and the Education and Skills Funding Agency (ESFA) to monitor, support and challenge academies, including Free Schools and Studio Schools.</p><p> </p><p>Both Manchester Creative Studio and Collective Spirit have been monitored through regular Education Advisers visits to the schools and visits from the RSC’s team and ESFA. In addition, the RSC held several meetings with Trust Board members to ensure that the appropriate actions were being taken as a result of monitoring visits and following the Ofsted inspections.</p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 07/02/2018 17:49:39 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