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1275648

registered interest
date	12/01/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Coronavirus
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 effect of the eligibility for attendance at school by pupils during the January 2021 covid-19 lockdown on (a) the numbers of children attending school and (b) the ability of schools to practice social distancing.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	136557
answer	answer is ministerial correction date of answer 21/01/2021 answer text <p>During this period of national lockdown, schools should allow only vulnerable children and young people and the children of critical workers to attend. All other pupils should not attend and should learn remotely.</p><p>The Department publishes weekly national-level data on pupil attendance. The data for 13 January shows that attendance in state primary schools in England was at 21% and at 5% in state secondaries. Further information on this data is available here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak</a>.</p><p>Limiting attendance does not suggest that schools have become significantly less safe for young people. Instead, limiting attendance is about supporting the reduction of the overall number of social contacts in our communities.</p><p>For vulnerable children and young people, the children of critical workers who still attend school, and their teachers, the Public Health England endorsed system of protective measures that schools have been implementing throughout the autumn term means that any risks are well managed and controlled.</p><p>Schools should continue to minimise contact between individuals and maintain social distancing wherever possible as part of their wider set of protective measures. This can be achieved through keeping groups separate and by maintaining the distance between individuals. Whilst schools are attended by vulnerable children and the children of critical workers only, where possible, schools should keep group sizes small. Any additional space available where there are lower numbers of pupils attending should be used to maximise the distance between pupils, and between staff and other people.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/01/2021 15:47:10 answering member 111 label Biography information for Nick Gibb
tabling member	4471 label Biography information for Rachael Maskell

1275649

registered interest
date	12/01/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Coronavirus
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will consider the potential merits of requiring two parent households where one parent is a key worker to keep their children at home during the January 2021 covid-19 lockdown period.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	136558
answer	answer is ministerial correction date of answer 21/01/2021 answer text <p>During this period of national lockdown, schools should allow only vulnerable children and young people and the children of critical workers to attend. All other pupils and students should not attend and should be taught remotely.</p><p>Schools should speak to parents and carers to identify who needs to go to school, and parents should keep their children at home where they can. Children with at least one parent or carer who is a critical worker can go to school if required.</p><p>If it proves necessary, schools can ask for simple evidence that the parent in question is a critical worker, such as their work ID badge or pay slip.</p><p>We know that every school will have a different number of children of critical workers who need to attend. It is important that on-site provision is provided for these pupils. There is no limit to the numbers of these pupils who may attend, and schools should not limit attendance of these groups. We expect schools to work with critical worker parents to ensure their child is given access to a place if it is required, so that parents can continue providing vital services.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/01/2021 18:42:37 answering member 111 label Biography information for Nick Gibb
tabling member	4471 label Biography information for Rachael Maskell

1275650

registered interest
date	12/01/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Inspections
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will instruct Ofsted to prioritise their role in supporting and advising schools in responding to the covid-19 outbreak above returning to their inspection regime while the national covid-19 lockdown remains in place.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	136559
answer	answer is ministerial correction date of answer 21/01/2021 answer text <p>The intention is that Ofsted’s routine graded inspections will remain suspended for the spring term, and that during this period Ofsted will carry out monitoring inspections of schools most in need. These will include inadequate schools and some schools that require improvement. These non-graded inspections will have a strong focus on remote education, and an emphasis on being supportive, with inspectors helping schools to prioritise the right things and pointing them to sources of support.</p><p><strong> </strong></p><p>Ofsted will also continue to have the power to inspect schools where it has significant concerns, including where those concerns relate to remote education or safeguarding.</p><p> </p><p> </p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/01/2021 17:57:10 answering member 111 label Biography information for Nick Gibb
tabling member	4471 label Biography information for Rachael Maskell

1275651

registered interest
date	12/01/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Buildings
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will provide financial support to schools to enable them to occupy larger buildings so that they can provide education to pupils in a covid-secure environment in classroom settings.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	136560
answer	answer is ministerial correction date of answer 21/01/2021 answer text <p>On 7 January we published further guidance, ‘Restricting attendance during the national lockdown: schools’, which sets out what all schools will need to do during the COVID-19 outbreak from January 2021. This includes the system of controls that schools must continue to adopt to the fullest extent possible to reduce risks in their school and create an inherently safer environment. Guidance is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/950510/School_national_restrictions_guidance.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/950510/School_national_restrictions_guidance.pdf</a></p><p>Schools should continue to minimise contact between individuals and maintain social distancing wherever possible. This can be achieved through keeping groups separate and by maintaining the distance between individuals. Whilst schools are attended by vulnerable children and the children of critical workers only, where possible schools should keep group sizes small. Any additional space available where there are lower numbers of pupils attending should be used wherever possible to maximise the distance between pupils and between staff and other people.</p><p>We do not consider it necessary for schools to make significant adaptations to their site to enable them to operate in this way. Following a risk assessment, some schools may determine that small adaptations to their site are required. This will be at the discretion of individual schools, based on their particular circumstances. As such, schools should use their existing resources for this purpose, where necessary.</p><p>Schools continue to receive their budgets this year, as usual, regardless of any periods of partial or complete closure. School budgets are rising by £2.6 billion in 2020-21, £4.8 billion in 2021-22 and £7.1 billion in 2022-23, compared to the 2019-20 financial year. This increase in funding will help schools with costs associated with the COVID-19 outbreak.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/01/2021 15:58:07 answering member 111 label Biography information for Nick Gibb
tabling member	4471 label Biography information for Rachael Maskell

1275662

registered interest
date	12/01/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Visual Impairment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to monitor access to essential assistive technology for children with vision impairments to use when learning remotely.
tabling member constituency	Battersea
tabling member printed	Marsha De Cordova
uin	136605
answer	answer is ministerial correction date of answer 20/01/2021 answer text <p>All primary schools, secondary schools and colleges in England are now expected to provide remote education for the majority of their pupils and students, with the exception of vulnerable children and young people (including those with an Education, Health and Care Plan) and the children of critical workers, who can attend school or college in person. Where vulnerable children and young people and children of critical workers do not attend school or college, the department expects schools and colleges to provide them with remote education.</p><p>We have updated the remote education guidance for schools and colleges, including guidance for pupils with Special Educational Needs and Disabilities (SEND), to clarify and strengthen expectations while on site attendance is restricted, drawing on our evolving understanding of best practice in remote education. The guidance is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952443/210114_School_national_restrictions_guidance_FINAL_14012021.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952443/210114_School_national_restrictions_guidance_FINAL_14012021.pdf</a>.</p><p>For pupils with SEND, their teachers are best placed to know how the pupils’ needs can be most effectively met to ensure they continue to make progress even if they are not able to be in school due to COVID-19. The requirement for schools to use their best endeavours to secure the special educational provision called for by the pupils’ special educational needs remains in place.</p><p>Where possible, special schools should follow the age related guidance for primary schools and secondary schools. For example, for Key Stage 1 children in a special school, a minimum of 3 hours should be the aim on average across the cohort, with less for younger pupils. However, the department expects schools to consider these expectations in relation to the pupils’ stage of development and special educational needs, for example, where this would place significant demands on parents’ help or support.</p><p>Schools should work collaboratively with families, putting in place reasonable adjustments as necessary, so that pupils with SEND can successfully access remote education and an ambitious curriculum appropriate for their level of need alongside their peers. All further education colleges should give particular consideration of how best to support vulnerable and disadvantaged students and students with SEND who may not be able to access remote education without support.</p><p>To ensure pupils with SEND are supported effectively, we have provided additional funding to one of our demonstrators, National Star College, to provide specialist training in assistive technologies to teachers, leaders and SENCOs in all state funded schools in England.  This training will help to secure remote education arrangements for pupils with special educational needs. Advice and guidance is also available to support the development of an inclusive curriculum.</p><p>In addition, the department has made £4.84 million available for Oak National Academy to provide video lessons in a broad range of subjects for Reception up to Year 11. Specialist content for pupils with SEND is also available.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 20/01/2021 16:31:57 answering member 4674 label Biography information for Vicky Ford
tabling member	4676 label Biography information for Marsha De Cordova

1275663

registered interest
date	12/01/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Visual Impairment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he will take to increase provision of (a) brailed, (b) large print materials and (c) other essential alternative learning formats for children with vision impairment during the covid-19 outbreak.
tabling member constituency	Battersea
tabling member printed	Marsha De Cordova
uin	136606
answer	answer is ministerial correction date of answer 20/01/2021 answer text <p>Children with vision impairment may be vulnerable children, such as those with education health and care plans, and as such are strongly encouraged to attend school. Braille, large print materials and other essential alternative learning formats should be provided by schools as normal. Where pupils with vision impairment are not in school, we expect schools to provide suitable remote learning materials, which could include braille, large print materials and other essential alternative learning formats.</p><p>We are also funding National Star College to provide specialist online training on assistive technology to strengthen remote education provision for pupils with special educational needs.</p><p> </p><p> </p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 20/01/2021 14:58:23 answering member 4674 label Biography information for Vicky Ford
tabling member	4676 label Biography information for Marsha De Cordova

1275664

registered interest
date	12/01/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Visual Impairment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to ensure Qualified Teachers of Vision Impairment are able to safely provide face-to-face support to children with vision impairment.
tabling member constituency	Battersea
tabling member printed	Marsha De Cordova
uin	136607
answer	answer is ministerial correction date of answer 20/01/2021 answer text <p>The department has worked closely with Public Health England (PHE) to publish comprehensive guidance based on a system of controls which, when implemented in line with a revised risk assessment, creates an inherently safer environment for staff, pupils and students where the risk of transmission of the infection is substantially reduced. This provides a framework for all schools to put in place proportionate protective measures to measure risk effectively. New guidance has been published on the period during the national lockdown, which can be found here: <a href="https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak" target="_blank">https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak</a>.</p><p>We recognise that social distancing and other protective measures can be harder to implement in specialist settings, particularly when working with children and young people with complex needs, or those who need close contact care. The ’Guidance for full opening: Special Schools and other specialist settings’ has been developed with experts from PHE and provides advice on how special schools and other special education settings specifically can implement a ‘system of controls’ to reduce the risk of transmission. The guidance can be accessed here: <a href="https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings/guidance-for-full-opening-special-schools-and-other-specialist-settings" target="_blank">https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings/guidance-for-full-opening-special-schools-and-other-specialist-settings</a>.</p><p>Specialist settings should use their discretion and assess their own individual circumstances to achieve the greatest reduction in contacts. This should not unduly limit the quality or breadth of teaching, or access to support, specialist staff and therapists. This guidance can be found here: <a href="https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings/guidance-for-full-opening-special-schools-and-other-specialist-settings#the-system-of-controls-protective-measures" target="_blank">https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings/guidance-for-full-opening-special-schools-and-other-specialist-settings#the-system-of-controls-protective-measures</a>.</p><p>The government is delivering a program of rapid asymptomatic testing from the start of January 2021 for staff, pupils and students in secondary schools and colleges. The Department for Education has provided guidance on delivering asymptomatic testing in specialist settings to support delivering testing in special schools and specialist colleges, which is available here: <a href="https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings/mass-asymptomatic-testing-in-specialist-settings" target="_blank">https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings/mass-asymptomatic-testing-in-specialist-settings</a>. The government also announced that all primary schools, including primary special schools, will receive testing kits for staff from 18 January 2021 with testing of staff commencing from the 25 January.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 20/01/2021 18:00:22 answering member 4674 label Biography information for Vicky Ford
tabling member	4676 label Biography information for Marsha De Cordova

1275665

registered interest
date	12/01/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pre-school Education: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether he has made an assessment of the potential merits of the provision of emergency funding to the early years and nursery sector to cover (a) the maintenance of the funding calculation based on pre-covid 2019-20 place numbers and (b) other additional costs incurred due to covid-19 to ensure the viability of the sector post-outbreak.
tabling member constituency	Liverpool, Riverside
tabling member printed	Kim Johnson
uin	136658
answer	answer is ministerial correction date of answer 20/01/2021 answer text <p>We recognise childcare attendance has been affected by the COVID-19 outbreak, however, we saw attendance rise over the autumn term from 482,000 on 10 September 2020 to 759,000 on 17 December 2020. On 17 December, the government therefore announced a return to funding early years settings on the basis of attendance. Under these arrangements, local authorities should ensure that providers are not penalised for short-term absences of children, for example sickness, arriving late or leaving early, or a family emergency through withdrawing funding, but use their discretion where absence is recurring or for extended periods taking into account the reason for the absence and the impact on the provider.</p><p>While early years settings remain open for all children, we know that attendance was lower in the first week of January 2021 than it was before Christmas. We are looking at the attendance data and will continue to keep the funding position under review.</p><p>On 17 December, the government announced a return to funding early years settings on the basis of attendance, as measured by the January 2021 census. The Early Years census count will go ahead this week as expected and the census guidance is unchanged. To support local authorities we have issued some technical advice on how that guidance can be applied this year.</p><p>In summary, where a child is reasonably expected to attend Early Years provision, and that provision is made available to them by the provider, their expected hours should be recorded in the Early Years Census. This means that children should be counted who, were it not for the impact of coronavirus on either their own personal circumstances or on the operation of their early years setting, would be attending early years provision. This includes children who have previously attended the provision and children who were expected to start attending the provision in January 2021.</p><p>Where the provider is temporarily closed due to circumstances such as staff infections or isolation periods, they should return their expected levels of provision for census week. Where the provider chooses not to offer the entitlements – i.e. to close, or only offer a limited provision to children of key workers - then then they should not make a return for a child who is not being offered a place.</p><p>We stay in regular contact with the early years sector and have heard from them already on this subject. We publish regular official statistics on attendance in early years settings here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak</a>. We will be closely monitoring both parental take-up of places and the capacity and responses of providers and will keep under constant review whether further action is needed.</p><p>The private nursery sector could not claim for specific costs incurred due to increased premises costs needed to keep schools open during school holidays, or over and above the cost of existing cleaning arrangements as a result of confirmed or suspected coronavirus cases in the same way as primary and secondary schools.</p><p>The Covid Workforce Fund aims to support schools and colleges to remain open, even when they face significant workforce pressures caused by COVID-19.</p><p>The early years sector has benefitted from the continuation of early years entitlement funding during the during the summer and autumn terms in 2020, and as private nurseries typically rely on private income for a significant proportion of their income, they are able to also access support to furlough their staff via the Coronavirus Jobs Retention Scheme (CJRS). As long as the staff meet the other criteria for the scheme, private nurseries are able to also access support to furlough their staff via the CJRS if they have experienced a drop in either their income from parents or government. Eligible nurseries can also benefit from a business rates holiday and can access the business loans as set out by my right hon. Friend, the Chancellor of the Exchequer.</p><p> </p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 20/01/2021 17:35:15 answering member 4674 label Biography information for Vicky Ford
tabling member	4824 label Biography information for Kim Johnson

1275666

registered interest
date	12/01/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Visual Impairment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he has taken to ensure that Qualified Teachers of Visual Impairment are not deployed away from their core role of providing specialist support for children with a vision impairment.
tabling member constituency	Battersea
tabling member printed	Marsha De Cordova
uin	136608
answer	answer is ministerial correction date of answer 20/01/2021 answer text <p>During the period of national lockdown, primary, secondary, alternative provision, special schools and special post-16 institutions should allow vulnerable children and young people, including those with an education, health and care plan to attend. To support this, on 7 January 2021, we published guidance for schools on the current national lockdown, which is available at the following web link: <a href="https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak." target="_blank">https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak. </a></p><p>On 14 January 2021 we published additional guidance for special school, special post-16 providers and alternative provision during the national lockdown at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952377/Guidance_for_special_schools__specialist_post-16_providers_and_alternative_provision_during_the_national_lockdown.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952377/Guidance_for_special_schools__specialist_post-16_providers_and_alternative_provision_during_the_national_lockdown.pdf</a>.</p><p>This guidance makes clear that specialists, therapists, clinicians and other support staff for pupils can provide interventions as usual where this is reasonably necessary, including where this requires them to move between settings.</p><p>On occasions, special schools may encounter circumstances where they cannot provide their usual interventions and provision at adequate staffing ratios, or with staff with vital specialist training. In these circumstances they should seek to resume as close as possible to the specified provision for the child or young person as soon as possible.</p><p>Where it is necessary to take this approach, education settings should work collaboratively with families to make these assessments and agree an approach that is in the child or young person’s best interests. This should take into account the support that the child or young person needs and the specific circumstances affecting the family, and their views as to what would be appropriate. Any decisions taken should be regularly reviewed.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 20/01/2021 17:32:13 answering member 4674 label Biography information for Vicky Ford
tabling member	4676 label Biography information for Marsha De Cordova

1275667

registered interest
date	12/01/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Visual Impairment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what specific guidance is in place for schools on determining the grades of pupils with visual impairment.
tabling member constituency	Battersea
tabling member printed	Marsha De Cordova
uin	136609
answer	answer is ministerial correction date of answer 21/01/2021 answer text <p>The Government has announced that, from 5 January 2021, schools and colleges have moved to remote provision, except for vulnerable children and children of critical workers. In light of the ongoing impact of the COVID-19 outbreak, the Department will not be asking pupils to sit GCSE, AS and A level exams this summer as planned.</p><p>The Department and Ofqual have launched a two week consultation on how to fairly award all pupils, including pupils with visual impairments and other additional needs, with a grade that supports them to progress to the next stage of their lives.</p><p>The consultation proposes that teachers will be supported in awarding grades with the provision of training, guidance, and papers to inform assessments. Guidance materials will be made available after the consultation has closed and the detail of the approach is agreed. The Department would strongly encourage our stakeholders to respond to the consultation.</p><p>We will continue to engage with a range of relevant stakeholders, including groups with special educational needs and disabilities, when developing plans for our policy on GCSE, AS and A level assessments in 2021, as will the exams regulator, Ofqual.</p><p>Ofqual’s equalities analysis for 2020 can be accessed here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/896443/Equalities_impact_assessment_appeals_consultation_300620.pdf#:~:text=Ofqual%20has%20an%20ongoing%20programme%20of%20work%20to,next%20on%20the%20grade%20awarded%20to%20the%20centre" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/896443/Equalities_impact_assessment_appeals_consultation_300620.pdf#:~:text=Ofqual%20has%20an%20ongoing%20programme%20of%20work%20to,next%20on%20the%20grade%20awarded%20to%20the%20centre</a></p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 136610 question first answered 21/01/2021 18:04:47 answering member 111 label Biography information for Nick Gibb
tabling member	4676 label Biography information for Marsha De Cordova