Show Search Form

Search Results

registered interest	true false
date	exactly: or between: and
answering body
answering dept id
answering dept short name
answering dept sort name
hansard heading
house id
legislature	pref label
question text
tabling member printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member printed attachment file name file name title title grouped question UIN question first answered answering member label
tabling member	label

Search

769194

registered interest
date	12/10/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Students: Disability
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government where a disabled student can find information about legally required levels of support available in higher education institutions.
tabling member printed	Lord Addington
uin	HL1928
answer	answer is ministerial correction date of answer 26/10/2017 answer text <p>The Equality and Human Rights Commission (EHRC) published an ‘easy read’ for students of higher and further education that explains the rights students have under the Equality Act 2010 and gives clear, specific advice for disabled students. This can be found in the attached Annex A or via the following link: <a href="https://www.equalityhumanrights.com/en/publication-download/your-rights-if-you-are-further-or-higher-education-easy-read" target="_blank">https://www.equalityhumanrights.com/en/publication-download/your-rights-if-you-are-further-or-higher-education-easy-read</a>.</p><p> </p><p>The EHRC also provides comprehensive advice on its website regarding disabled people’s rights when using a service. Further information can be found at: <a href="https://www.equalityhumanrights.com/en/advice-and-guidance/guidance-service-users" target="_blank">https://www.equalityhumanrights.com/en/advice-and-guidance/guidance-service-users</a>.</p><p> </p><p>The Disabled Students’ Sector Leadership Group’s (DSSLG) ‘Inclusive Teaching’ guidance aims to share practical approaches and interventions to developing inclusive practice in higher education, and makes helpful suggestions for a strategic approach to making ‘reasonable adjustments’ under the Equality Act 2010. Further information is available in the attached Annex B or via the following link: <a href="https://www.gov.uk/government/publications/inclusive-teaching-and-learning-in-higher-education" target="_blank">https://www.gov.uk/government/publications/inclusive-teaching-and-learning-in-higher-education</a>.</p><p>The Office of the Independent Adjudicator in Higher Education (OIA) has published a framework for complaints and academic appeals. It recently held a public consultation on supporting disabled students, which makes particular reference to removing obstacles to learning for all disabled students. The OIA plans to issue revised guidance shortly.</p><p> </p><p>Other groups such as that National Union of Students also publish advice for disabled students: <a href="https://www.nusconnect.org.uk/liberation/disabled-students" target="_blank">https://www.nusconnect.org.uk/liberation/disabled-students</a>.</p><p> </p><p>A detailed guidance document on ‘What Equality Law Means for You as an Education Provider’ is available from the EHRC via the attached Annex C as well as via the below link: <a href="https://www.equalityhumanrights.com/en/publication-download/what-equality-law-means-you-education-provider-wales" target="_blank">https://www.equalityhumanrights.com/en/publication-download/what-equality-law-means-you-education-provider-wales</a>.</p><p> </p><p>The Government has published general guidance on the Equality Act at: <a href="https://www.gov.uk/guidance/equality-act-2010-guidance" target="_blank">https://www.gov.uk/guidance/equality-act-2010-guidance</a>. This is supported by further specific guidance to higher education providers (HEPs) regarding their legal obligations under the Equality Act 2010, which is published by the EHRC at: <a href="https://www.equalityhumanrights.com/en/advice-and-guidance/higher-education-providers-guidance" target="_blank">https://www.equalityhumanrights.com/en/advice-and-guidance/higher-education-providers-guidance</a>.</p><p> </p><p>The Equality Challenge Unit, which has a specific role to support equality and diversity for staff and students in HEPs across the UK, also publishes specific advice for providers. This includes guidance on accessibility on campus to help providers understand barriers created by the physical environment, and how to alleviate them: <a href="http://www.ecu.ac.uk/guidance-resources/inclusive-environment/accessible-campus/" target="_blank">http://www.ecu.ac.uk/guidance-resources/inclusive-environment/accessible-campus/</a>.</p> answering member printed Viscount Younger of Leckie attachment 1 file name Annex A- your_rights_if_in FE or HE -EHRC guidance - HL1928, Hl1929.pdf title Annex A 2 file name Annex B - Inclusive_Teaching_and_Learning_in_Higher_Education_as_a_route_to-excellence - Hl1928, HL1929.pdf title Annex B 3 file name Annex C - what_equality_law_means_for_you_as_an_education_provider_in_wales_schools - HL1928, HL1929.pdf title Annex C grouped question UIN HL1929 question first answered 26/10/2017 16:49:03 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	3453 label Biography information for Lord Addington

769195

registered interest
date	12/10/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Students: Disability
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government where higher education institutions can find a definitive guide to their legal duties and responsiblities to disabled students.
tabling member printed	Lord Addington
uin	HL1929
answer	answer is ministerial correction date of answer 26/10/2017 answer text <p>The Equality and Human Rights Commission (EHRC) published an ‘easy read’ for students of higher and further education that explains the rights students have under the Equality Act 2010 and gives clear, specific advice for disabled students. This can be found in the attached Annex A or via the following link: <a href="https://www.equalityhumanrights.com/en/publication-download/your-rights-if-you-are-further-or-higher-education-easy-read" target="_blank">https://www.equalityhumanrights.com/en/publication-download/your-rights-if-you-are-further-or-higher-education-easy-read</a>.</p><p> </p><p>The EHRC also provides comprehensive advice on its website regarding disabled people’s rights when using a service. Further information can be found at: <a href="https://www.equalityhumanrights.com/en/advice-and-guidance/guidance-service-users" target="_blank">https://www.equalityhumanrights.com/en/advice-and-guidance/guidance-service-users</a>.</p><p> </p><p>The Disabled Students’ Sector Leadership Group’s (DSSLG) ‘Inclusive Teaching’ guidance aims to share practical approaches and interventions to developing inclusive practice in higher education, and makes helpful suggestions for a strategic approach to making ‘reasonable adjustments’ under the Equality Act 2010. Further information is available in the attached Annex B or via the following link: <a href="https://www.gov.uk/government/publications/inclusive-teaching-and-learning-in-higher-education" target="_blank">https://www.gov.uk/government/publications/inclusive-teaching-and-learning-in-higher-education</a>.</p><p>The Office of the Independent Adjudicator in Higher Education (OIA) has published a framework for complaints and academic appeals. It recently held a public consultation on supporting disabled students, which makes particular reference to removing obstacles to learning for all disabled students. The OIA plans to issue revised guidance shortly.</p><p> </p><p>Other groups such as that National Union of Students also publish advice for disabled students: <a href="https://www.nusconnect.org.uk/liberation/disabled-students" target="_blank">https://www.nusconnect.org.uk/liberation/disabled-students</a>.</p><p> </p><p>A detailed guidance document on ‘What Equality Law Means for You as an Education Provider’ is available from the EHRC via the attached Annex C as well as via the below link: <a href="https://www.equalityhumanrights.com/en/publication-download/what-equality-law-means-you-education-provider-wales" target="_blank">https://www.equalityhumanrights.com/en/publication-download/what-equality-law-means-you-education-provider-wales</a>.</p><p> </p><p>The Government has published general guidance on the Equality Act at: <a href="https://www.gov.uk/guidance/equality-act-2010-guidance" target="_blank">https://www.gov.uk/guidance/equality-act-2010-guidance</a>. This is supported by further specific guidance to higher education providers (HEPs) regarding their legal obligations under the Equality Act 2010, which is published by the EHRC at: <a href="https://www.equalityhumanrights.com/en/advice-and-guidance/higher-education-providers-guidance" target="_blank">https://www.equalityhumanrights.com/en/advice-and-guidance/higher-education-providers-guidance</a>.</p><p> </p><p>The Equality Challenge Unit, which has a specific role to support equality and diversity for staff and students in HEPs across the UK, also publishes specific advice for providers. This includes guidance on accessibility on campus to help providers understand barriers created by the physical environment, and how to alleviate them: <a href="http://www.ecu.ac.uk/guidance-resources/inclusive-environment/accessible-campus/" target="_blank">http://www.ecu.ac.uk/guidance-resources/inclusive-environment/accessible-campus/</a>.</p> answering member printed Viscount Younger of Leckie attachment 1 file name Annex A- your_rights_if_in FE or HE -EHRC guidance - HL1928, Hl1929.pdf title Annex A 2 file name Annex B - Inclusive_Teaching_and_Learning_in_Higher_Education_as_a_route_to-excellence - Hl1928, HL1929.pdf title Annex B 3 file name Annex C - what_equality_law_means_for_you_as_an_education_provider_in_wales_schools - HL1928, HL1929.pdf title Annex C grouped question UIN HL1928 question first answered 26/10/2017 16:49:03 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	3453 label Biography information for Lord Addington

769196

registered interest
date	12/10/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Disabled Students' Allowances
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how a student entitled to Disabled Students' Allowance can ensure that the higher education institution at which they are studying fulfils its support equality duties sufficiently to allow them to benefit fully from that allowance, before they start attending the institution.
tabling member printed	Lord Addington
uin	HL1930
answer	answer is ministerial correction date of answer 26/10/2017 answer text <p>Higher education students eligible for Disabled Students’ Allowances (DSAs) should contact the disability advisor at their higher education provider (HEP) to discuss what support is available to them alongside that available through DSAs. If students are not satisfied with what is available from their HEPs they should seek to resolve this through internal complaints procedures; if they remain not satisfied they can ask the Office of the Independent Adjudicator to review their complaints.</p> answering member printed Viscount Younger of Leckie question first answered 26/10/2017 16:49:24 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	3453 label Biography information for Lord Addington

769197

registered interest
date	12/10/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Disabled Students' Allowances: Dyslexia
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government why students with previously assessed dyslexia have to undergo a second assessment before becoming entitled to Disabled Students' Allowance when students with other disabilities do not.
tabling member printed	Lord Addington
uin	HL1931
answer	answer is ministerial correction date of answer 26/10/2017 answer text <p>Diagnostic assessments for Specific Learning Difficulties (SpLDs) conducted from the age of 16 are used for assessing eligibility for Disabled Students’ Allowances.</p><p> </p><p>If the diagnosis was before the age of 16, the student will require an updated diagnostic assessment, which specifically addresses the likely impact of the SpLD on study at a higher education level.</p> answering member printed Viscount Younger of Leckie question first answered 26/10/2017 16:51:04 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	3453 label Biography information for Lord Addington

769198

registered interest
date	12/10/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Disabled Students' Allowances
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government whether they have assessed the impact on the take-up of Disabled Students' Allowance of the introduction of a £200 contribution for IT equipment.
tabling member printed	Lord Addington
uin	HL1932
answer	answer is ministerial correction date of answer 26/10/2017 answer text <p>The Department asked Student Finance England (SfE) in January 2017 to conduct a Customer Insight Survey to identify whether the introduction of the £200 contribution towards the cost of a computer was preventing students from ordering IT equipment if recommended. In March 2017, the results were included in an SfE report ‘Student Finance England Disabled Students’ Allowance Equipment Use and Improvements’. This report showed that 6% of respondents considered that the £200 contribution had prevented them from taking up the IT equipment recommendation.</p> answering member printed Viscount Younger of Leckie question first answered 26/10/2017 16:51:39 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	3453 label Biography information for Lord Addington

769199

registered interest
date	12/10/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Disabled Students' Allowances
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government whether students who take up their full entitlement to Disabled Students' Allowance have higher completion rates and final grades than those disabled students who do not.
tabling member printed	Lord Addington
uin	HL1933
answer	answer is ministerial correction date of answer 26/10/2017 answer text <p>There are no data available that differentiate completion and attainment rates between students in receipt of Disabled Students’ Allowances (DSAs) who have taken up their full DSAs entitlement and those who have not. There are, however, completion and attainment data that are differentiated between disabled students in receipt of DSAs (regardless of level of entitlement take-up) and disabled students not in receipt of DSAs. The Higher Education Funding Council for England has published analysis of the non-continuation rates and degree outcomes for disabled students in receipt of DSA and disabled students who are not in receipt of DSA here: <a href="http://www.hefce.ac.uk/analysis/HEinEngland/students/disability/" target="_blank">http://www.hefce.ac.uk/analysis/HEinEngland/students/disability/</a>.</p><p>A document containing the same information is also attached.</p> answering member printed Viscount Younger of Leckie question first answered 26/10/2017 16:44:58 answering member 4169 label Biography information for Viscount Younger of Leckie attachment 1 file name HL1933 attachment.pdf title HL1933 attachment
tabling member	3453 label Biography information for Lord Addington

769243

registered interest
date	12/10/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies: Pay
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what guidance is offered to multi-academy trusts on setting the pay levels of senior staff.
tabling member printed	Lord Storey
uin	HL1977
answer	answer is ministerial correction date of answer 26/10/2017 answer text <p>Academy trusts are free to set their own salaries for staff, and we would expect this to reflect the size and complexity of the trust.</p><p> </p><p>The 2017 Academies Financial Handbook, copy attached, emphasises that decisions about levels of executive pay must follow a robust evidence-based process and are reflective of the individual’s role and responsibilities.</p><p> </p><p>Trusts must disclose senior staff pay annually in their audited accounts. Disclosure must include:</p><ul><li>the number of employees earning more than £60,000, set out in £10,000 bands; and</li><li>names of all staff who are also trustees and the remuneration they received. For a multi-academy trust this is likely to include the chief executive’s salary, unless in the exceptional case that they have chosen not to be a trustee.</li></ul><p>A list of academy trusts paying staff more than £150,000 will be included in the 2015/16 Academy Sector Annual Report and Accounts (SARA), which is due to be published in October 2017.</p> answering member printed Lord Agnew of Oulton question first answered 26/10/2017 16:44:34 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name Academies_Financial_Handbook_2017.pdf title Academies Financial Handbook 2017
tabling member	4238 label Biography information for Lord Storey

769244

registered interest
date	12/10/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies: Pay
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how the pay and conditions of multi-academy trust staff are monitored.
tabling member printed	Lord Storey
uin	HL1978
answer	answer is ministerial correction date of answer 27/10/2017 answer text <p>Academy trusts are free to set their own salaries for staff, and we would expect this to reflect the size and complexity of the trust.</p><p> </p><p>The 2017 Academies Financial Handbook, copy attached, emphasises that decisions about levels of executive pay must follow a robust evidence-based process and are reflective of the individual’s role and responsibilities.</p><p> </p><p>Trusts must disclose senior staff pay annually in their audited accounts. Disclosure must include:</p><ul><li>the number of employees earning more than £60,000, set out in £10,000 bands; and</li><li>names of all staff who are also trustees and the remuneration they received. For a multi-academy trust this is likely to include the chief executive’s salary, unless in the exceptional case that they have chosen not to be a trustee.</li></ul><p>A list of academy trusts paying staff more than £150,000 will be included in the 2015/16 Academy Sector Annual Report and Accounts (SARA), which is due to be published in October 2017.</p> answering member printed Lord Agnew of Oulton question first answered 27/10/2017 12:09:37 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name Academies_Financial_Handbook_2017.pdf title Academies Financial Handbook
tabling member	4238 label Biography information for Lord Storey

769246

registered interest
date	12/10/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	T-levels
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what measures they are taking to enable all young people to have the opportunity to choose from the full range of technical A levels.
tabling member printed	Lord Storey
uin	HL1980
answer	answer is ministerial correction date of answer 26/10/2017 answer text <p>The Technical and Further Education Act requires schools to give education and training providers the opportunity to talk directly to pupils in years 8-13 about the approved technical education qualifications and apprenticeships that they offer.</p><p>We intend this measure to come into force in January 2018. It will ensure that young people hear more about the alternatives to academic and school-based routes and are aware of all the opportunities to higher skills that offer access into the workplace.</p><p>The Secretary of State has confirmed that we will publish a careers strategy shortly. The strategy will have a clear focus on social mobility and will include proposals to improve the quality and coverage of careers advice in schools and colleges and give people the information they need to access training throughout their working lives.</p> answering member printed Lord Agnew of Oulton question first answered 26/10/2017 16:11:20 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4238 label Biography information for Lord Storey

769247

registered interest
date	12/10/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Personal, Social, Health and Economic Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government whether the Department for Education intends to consult on whether to make Personal, Social, Health and Economic education compulsory in all schools; and if so, when.
tabling member printed	Lord Storey
uin	HL1981
answer	answer is ministerial correction date of answer 26/10/2017 answer text <p>The Children and Social Work Act 2017 places a duty on the Secretary of State for Education to make Relationships Education mandatory in primary schools and Relationships and Sex Education (RSE) mandatory in secondary schools through regulations. The Act also provides powers for the Secretary of State to make Personal, Social, Health and Economic Education (PSHE), or elements therein, mandatory in all schools - in the future and subject to careful consideration.</p><p> </p><p>The Department will be conducting a thorough engagement process on the scope and content of Relationships Education, RSE and PSHE, involving a wide range of stakeholders. From this, we will develop the regulations and accompanying statutory guidance for Relationships Education, RSE and, should we decide to make it mandatory, PSHE. We will be making any regulations and statutory guidance subject to public consultation.</p><p> </p><p>We will set out shortly more details about the engagement process and the work to consider age appropriate subject content. We will ensure our work results in a clear understanding about the full set of knowledge that Relationships Education, RSE and PSHE should provide for young people to support them to be safe, healthy, happy and successful.</p> answering member printed Lord Agnew of Oulton question first answered 26/10/2017 16:10:47 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4238 label Biography information for Lord Storey