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 constituency
tabling member printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member constituency answering member printed grouped question UIN question first answered answering member label
tabling member	label

Search

1338266

registered interest
date	21/06/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Education
house id	1
legislature	25259 pref label House of Commons
question text	What steps his Department is taking to support more young people into technical and further education.
tabling member constituency	South East Cornwall
tabling member printed	Mrs Sheryll Murray
uin	901527
answer	answer is ministerial correction date of answer 21/06/2021 answer text <p>The Skills for Jobs White Paper sets our plans to transform technical education and is focused on giving people the skills they need, in a way that suits them, so they can get great jobs in sectors the economy needs and boost productivity.</p><p>Our reforms will put employers at the heart of the skills system and by 2030, almost all technical courses will be on employer-led standards, ensuring that the education and training people receive are directly linked to the skills needed for jobs.</p><p>We have been raising the quality and prestige of technical education by introducing T Levels, which are a high-quality technical alternative to A levels with an industry placement, and are reforming higher technical education (Level 4/5) to make it a more popular and prestigious choice that provides the skills employers need.</p><p>The Plan for Jobs introduced last year provides a package of support to ensure young people have the skills and training to go on to high quality, secure and fulfilling employment. This includes incentives for employers to take on new apprentices, supporting the largest-ever expansion of Traineeships, giving school and college leavers the opportunity to study high value Level 2 and 3 courses, and funding more vocational training placements to support the delivery of sector-based work academy programme (SWAP) placements.</p> answering member constituency South Staffordshire answering member printed Gavin Williamson question first answered 21/06/2021 16:41:57 answering member 4108 label Biography information for Sir Gavin Williamson
tabling member	4100 label Biography information for Mrs Sheryll Murray

1338267

registered interest
date	21/06/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	What assessment he has made of the adequacy of funding for disadvantaged pupils.
tabling member constituency	Sunderland Central
tabling member printed	Julie Elliott
uin	901526
answer	answer is ministerial correction date of answer 21/06/2021 answer text <p>All children have had their education disrupted by the COVID-19 outbreak, but it is likely that disadvantaged and vulnerable groups will have been hardest hit.</p><p>Since 2011 we have spent more than £20 billion to provide Pupil Premium funding for school leaders to use, based on the needs of their disadvantaged pupils. Between 2011 and 2019, the attainment gaps between disadvantaged and non-disadvantaged pupils narrowed by 13% at age 11 and 9% at age 16.</p><p>On top of this funding, we increased core schools funding by £2.6 billion last year and are increasing core schools funding by £4.8 billion and £7.1 billion in 2021-22 and 2022-23 respectively, compared to 2019-20.</p><p>In addition, over the past year we have made three major interventions to support education recovery, totalling over £3 billion additional spend: £1 billion in June 2020, a further £700 million in February 2021 and our latest £1.4 billion package announced in June 2021.</p><p>Recovery programmes have been designed to allow early years, school and college leaders the flexibility to support those pupils most in need, including the most disadvantaged. The latest announcement expands our reforms in two areas where the evidence is clear our investment will have a significant impact for disadvantaged children, high quality tutoring and great teaching.</p><p>We are providing over £1.5 billion for tutoring programmes, including an expansion of the National Tutoring Programme (NTP), an ambitious scheme that supports schools to access targeted tutoring intervention for disadvantaged pupils who have missed out on learning due to school closures. We will also provide greater flexibility to schools to make it easier for them to take on local tutors or use existing staff to supplement those employed through the NTP. This new blended offer ensures that the NTP works for all disadvantaged children, giving schools the flexibility to choose what type of approach best suits their needs and those of individual pupils.</p><p>The £302 million Recovery Premium has been weighted so that schools with more disadvantaged pupils receive more funding and includes £22 million to scale up proven approaches to reduce the attainment gap.</p><p>We have also invested more than £400 million to provide internet access and over 1.3 million laptops and tablets for disadvantaged children and young people.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 901519 901528 901535 question first answered 21/06/2021 17:09:37 answering member 111 label Biography information for Nick Gibb
tabling member	4127 label Biography information for Julie Elliott

1338268

registered interest
date	21/06/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Homelessness
house id	1
legislature	25259 pref label House of Commons
question text	What steps he is taking with the Secretary of State for Housing, Communities and Local Government to ensure that homeless children aged 16 and 17 without family support are accommodated by their local authority as looked-after children.
tabling member constituency	Bedford
tabling member printed	Mohammad Yasin
uin	901529
answer	answer is ministerial correction date of answer 21/06/2021 answer text <p>The Department for Education and the Ministry of Housing, Communities and Local Government (MHCLG) have issued joint guidance to local authorities which makes clear that children’s services have responsibility for assessing the needs of 16 and 17 year olds who are homeless or are at risk of homelessness and that, if they need to be accommodated, they should normally become a looked after child. A copy of this guidance is available here: <a href="https://www.gov.uk/government/publications/provision-of-accommodation-for-16-and-17-year-olds-who-may-be-homeless-and-or-require-accommodation." target="_blank">https://www.gov.uk/government/publications/provision-of-accommodation-for-16-and-17-year-olds-who-may-be-homeless-and-or-require-accommodation.</a></p><p>There are only two circumstances in which a local authority might find that a homeless young person should be accommodated by homelessness services under the Housing Act 1996, rather than by children’s services under section 20 of the Children’s Act 1989 – becoming looked after. These are where the young person is either:</p><ul><li>not a child in need, or</li><li>a 16 or 17 year old child in need who, having been properly and fully advised of the implications and having the capacity to reach a decision, has decided that they do not want to be accommodated under section 20.</li></ul><p>Alongside this guidance, Coram Voice’s 'Always Heard' safety net service, funded by the Department for Education, has provided vital advocacy support for looked after children, care leavers and children on the edge of care since 2017. As a direct result of the work of the Always Heard service, children have been made safe, removed from homelessness, and poor or unlawful care planning decisions have been challenged. Coram Voice continued to provide vital advocacy support during the COVID-19 outbreak to young people at most risk – with over half of the children and young people using the safety net service in 2020-21 from harder to reach groups, including homeless children. The department will continue to work together with MHCLG, to ensure this group of young people receive support and accommodation which meets their needs and, most importantly, keeps them safe.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 21/06/2021 17:09:59 answering member 4674 label Biography information for Vicky Ford
tabling member	4598 label Biography information for Mohammad Yasin

1338269

registered interest
date	21/06/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Home Education
house id	1
legislature	25259 pref label House of Commons
question text	What estimate his Department has made of the number of pupils who have moved to elective home education since schools reopened on 8 March 2021 as covid-19 lockdown measures were eased.
tabling member constituency	Southport
tabling member printed	Damien Moore
uin	901530
answer	answer is ministerial correction date of answer 21/06/2021 answer text <p>We support the right of parents to educate their children at home, most will educate their children well, sometimes in challenging circumstances. However, we cannot overlook the rising numbers of home-educated children. For some, home education can mean children are not provided a suitable education or are invisible to the services and professionals there to keep them safe and supported.</p><p>The Department does not collect data on numbers of home educated children. Parents are not required to register if they are home educating their children and, therefore, there is not a robust basis on which the Department can reliably collect statistics on home education.</p><p>We remain committed to a registration system for children not in school, which would improve local authorities’ ability to undertake their existing duties and help safeguard children who are in scope.</p><p>A consultation was held in the spring of 2019 on proposals for: a mandatory register of children not attending state or registered independent schools to help local authorities carry out their responsibilities in relation to children not in school; a duty on parents to register their child with the local authority if not registered at specified types of schools; a duty on proprietors of certain education settings to respond to enquiries from local authorities, and a duty on local authorities to provide support to parents who educate children at home.</p><p>The consultation closed on 24 June 2019, with nearly 5000 responses. Further details on a proposed registration system will be in the Government response to the consultation, which we intend to publish in the coming months.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/06/2021 16:52:27 answering member 111 label Biography information for Nick Gibb
tabling member	4669 label Biography information for Damien Moore

1338270

registered interest
date	21/06/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	What assessment he has made of the adequacy of funding for disadvantaged pupils.
tabling member constituency	Blaydon
tabling member printed	Liz Twist
uin	901535
answer	answer is ministerial correction date of answer 21/06/2021 answer text <p>All children have had their education disrupted by the COVID-19 outbreak, but it is likely that disadvantaged and vulnerable groups will have been hardest hit.</p><p>Since 2011 we have spent more than £20 billion to provide Pupil Premium funding for school leaders to use, based on the needs of their disadvantaged pupils. Between 2011 and 2019, the attainment gaps between disadvantaged and non-disadvantaged pupils narrowed by 13% at age 11 and 9% at age 16.</p><p>On top of this funding, we increased core schools funding by £2.6 billion last year and are increasing core schools funding by £4.8 billion and £7.1 billion in 2021-22 and 2022-23 respectively, compared to 2019-20.</p><p>In addition, over the past year we have made three major interventions to support education recovery, totalling over £3 billion additional spend: £1 billion in June 2020, a further £700 million in February 2021 and our latest £1.4 billion package announced in June 2021.</p><p>Recovery programmes have been designed to allow early years, school and college leaders the flexibility to support those pupils most in need, including the most disadvantaged. The latest announcement expands our reforms in two areas where the evidence is clear our investment will have a significant impact for disadvantaged children, high quality tutoring and great teaching.</p><p>We are providing over £1.5 billion for tutoring programmes, including an expansion of the National Tutoring Programme (NTP), an ambitious scheme that supports schools to access targeted tutoring intervention for disadvantaged pupils who have missed out on learning due to school closures. We will also provide greater flexibility to schools to make it easier for them to take on local tutors or use existing staff to supplement those employed through the NTP. This new blended offer ensures that the NTP works for all disadvantaged children, giving schools the flexibility to choose what type of approach best suits their needs and those of individual pupils.</p><p>The £302 million Recovery Premium has been weighted so that schools with more disadvantaged pupils receive more funding and includes £22 million to scale up proven approaches to reduce the attainment gap.</p><p>We have also invested more than £400 million to provide internet access and over 1.3 million laptops and tablets for disadvantaged children and young people.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 901519 901526 901528 question first answered 21/06/2021 17:09:37 answering member 111 label Biography information for Nick Gibb
tabling member	4618 label Biography information for Liz Twist

1338271

registered interest
date	21/06/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	What assessment he has made of the adequacy of funding for disadvantaged pupils.
tabling member constituency	Portsmouth South
tabling member printed	Stephen Morgan
uin	901528
answer	answer is ministerial correction date of answer 21/06/2021 answer text <p>All children have had their education disrupted by the COVID-19 outbreak, but it is likely that disadvantaged and vulnerable groups will have been hardest hit.</p><p>Since 2011 we have spent more than £20 billion to provide Pupil Premium funding for school leaders to use, based on the needs of their disadvantaged pupils. Between 2011 and 2019, the attainment gaps between disadvantaged and non-disadvantaged pupils narrowed by 13% at age 11 and 9% at age 16.</p><p>On top of this funding, we increased core schools funding by £2.6 billion last year and are increasing core schools funding by £4.8 billion and £7.1 billion in 2021-22 and 2022-23 respectively, compared to 2019-20.</p><p>In addition, over the past year we have made three major interventions to support education recovery, totalling over £3 billion additional spend: £1 billion in June 2020, a further £700 million in February 2021 and our latest £1.4 billion package announced in June 2021.</p><p>Recovery programmes have been designed to allow early years, school and college leaders the flexibility to support those pupils most in need, including the most disadvantaged. The latest announcement expands our reforms in two areas where the evidence is clear our investment will have a significant impact for disadvantaged children, high quality tutoring and great teaching.</p><p>We are providing over £1.5 billion for tutoring programmes, including an expansion of the National Tutoring Programme (NTP), an ambitious scheme that supports schools to access targeted tutoring intervention for disadvantaged pupils who have missed out on learning due to school closures. We will also provide greater flexibility to schools to make it easier for them to take on local tutors or use existing staff to supplement those employed through the NTP. This new blended offer ensures that the NTP works for all disadvantaged children, giving schools the flexibility to choose what type of approach best suits their needs and those of individual pupils.</p><p>The £302 million Recovery Premium has been weighted so that schools with more disadvantaged pupils receive more funding and includes £22 million to scale up proven approaches to reduce the attainment gap.</p><p>We have also invested more than £400 million to provide internet access and over 1.3 million laptops and tablets for disadvantaged children and young people.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 901519 901526 901535 question first answered 21/06/2021 17:09:37 answering member 111 label Biography information for Nick Gibb
tabling member	4653 label Biography information for Stephen Morgan

1338272

registered interest
date	21/06/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	What assessment he has made of the adequacy of catch-up funding for disadvantaged pupils.
tabling member constituency	Denton and Reddish
tabling member printed	Andrew Gwynne
uin	901519
answer	answer is ministerial correction date of answer 21/06/2021 answer text <p>All children have had their education disrupted by the COVID-19 outbreak, but it is likely that disadvantaged and vulnerable groups will have been hardest hit.</p><p>Since 2011 we have spent more than £20 billion to provide Pupil Premium funding for school leaders to use, based on the needs of their disadvantaged pupils. Between 2011 and 2019, the attainment gaps between disadvantaged and non-disadvantaged pupils narrowed by 13% at age 11 and 9% at age 16.</p><p>On top of this funding, we increased core schools funding by £2.6 billion last year and are increasing core schools funding by £4.8 billion and £7.1 billion in 2021-22 and 2022-23 respectively, compared to 2019-20.</p><p>In addition, over the past year we have made three major interventions to support education recovery, totalling over £3 billion additional spend: £1 billion in June 2020, a further £700 million in February 2021 and our latest £1.4 billion package announced in June 2021.</p><p>Recovery programmes have been designed to allow early years, school and college leaders the flexibility to support those pupils most in need, including the most disadvantaged. The latest announcement expands our reforms in two areas where the evidence is clear our investment will have a significant impact for disadvantaged children, high quality tutoring and great teaching.</p><p>We are providing over £1.5 billion for tutoring programmes, including an expansion of the National Tutoring Programme (NTP), an ambitious scheme that supports schools to access targeted tutoring intervention for disadvantaged pupils who have missed out on learning due to school closures. We will also provide greater flexibility to schools to make it easier for them to take on local tutors or use existing staff to supplement those employed through the NTP. This new blended offer ensures that the NTP works for all disadvantaged children, giving schools the flexibility to choose what type of approach best suits their needs and those of individual pupils.</p><p>The £302 million Recovery Premium has been weighted so that schools with more disadvantaged pupils receive more funding and includes £22 million to scale up proven approaches to reduce the attainment gap.</p><p>We have also invested more than £400 million to provide internet access and over 1.3 million laptops and tablets for disadvantaged children and young people.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 901526 901528 901535 question first answered 21/06/2021 17:09:36 answering member 111 label Biography information for Nick Gibb
tabling member	1506 label Biography information for Andrew Gwynne

1338296

registered interest
date	21/06/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices: Taxation
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what plans they have to reform the apprenticeship levy; and what plans they have to redistribute unused funds from the apprenticeship levy to other forms of post-16 education and training.
tabling member printed	Lord Allen of Kensington
uin	HL1220
answer	answer is ministerial correction date of answer 05/07/2021 answer text <p>The apprenticeship levy is an important part of our reforms to apprenticeships. As well as funding new apprenticeships for levy-paying employers, income from the levy is used to fund new apprenticeships for employers that do not pay the levy, as well as existing apprentices that started in previous years. Levy-paying employers have 24 months in which to spend the funds available to them before they begin to expire on a rolling, month-by-month basis.</p><p>We do not anticipate that all employers who pay the levy will need or want to use all the funds available to them, but they are able to do so if they wish. Expired apprenticeship levy funds are not lost but are used to support apprenticeships in smaller employers and to cover the ongoing costs of apprentices already in training.</p><p>Apprenticeships are vital in driving economic recovery, and we continue to improve apprenticeships to make it easier for employers to make full use of their levy funds. Levy-paying employers can transfer up to 25% of their annual funds to help support apprenticeship starts in their supply chain or to meet local skills needs. As announced at the Spending Review by my right hon. Friend, the Chancellor of the Exchequer, we are improving the apprenticeship levy transfer process so that, from August 2021, employers who pay the levy will be able to pledge funds for transfer to other employers, including small-medium enterprises (SMEs), supported by a new online service to match levy payers with SMEs.</p><p>In addition, we are making apprenticeships more flexible so that they better meet the needs of employers from all sectors. We continue to support employers by encouraging greater use of innovative apprenticeship training models, such as the front-loading of off-the-job training. We are also developing accelerated apprenticeships so that apprentices with substantial prior learning (e.g. T Level graduates) can complete an apprenticeship more quickly.</p><p>We currently have no plans to review what apprenticeship levy funds can be spent on.</p><p> </p> answering member printed Baroness Berridge question first answered 05/07/2021 15:53:59 answering member 4218 label Biography information for Baroness Berridge
tabling member	4304 label Biography information for Lord Allen of Kensington

1338334

registered interest
date	21/06/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Financial Services: Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what plans they have to implement personal financial education into the UK curriculum.
tabling member printed	Lord Taylor of Warwick
uin	HL1270
answer	answer is ministerial correction date of answer 05/07/2021 answer text <p>Economic and financial education are important parts of a broad and balanced curriculum and provide the essential knowledge to ensure that young people are prepared to manage their money well, make sound financial decisions and know where to seek further information when needed.</p><p>Financial education forms part of the citizenship National Curriculum which can be taught at all Key Stages and is compulsory at Key Stages 3 and 4: <a href="https://www.gov.uk/national-curriculum" target="_blank">https://www.gov.uk/national-curriculum</a>. Financial education ensures that pupils are taught the functions and uses of money, the importance of personal budgeting, money management and managing financial risk. At secondary school, pupils are taught about income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent.</p><p>The Department works closely with the Money and Pensions Service and other stakeholders, such as Her Majesty’s Treasury, to consider what can be discovered from other sector initiatives and whether there is scope to provide further support for the teaching of financial education in schools.</p> answering member printed Baroness Berridge question first answered 05/07/2021 15:56:13 answering member 4218 label Biography information for Baroness Berridge
tabling member	1796 label Biography information for Lord Taylor of Warwick

1338357

registered interest
date	21/06/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Literacy: Teaching Methods
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, further to their decision to administer a phonics screening check to year 2 pupils in the 2021–22 autumn term, what assessment they have made of the effects of such tests on children's mental health and wellbeing.
tabling member printed	Lord Watson of Invergowrie
uin	HL1274
answer	answer is ministerial correction date of answer 05/07/2021 answer text <p>The purpose of the 2021 autumn phonics screening check is to ensure that year 2 pupils who require further support in decoding phonics are identified early and given that support in good time. Schools should support a culture of wellbeing amongst staff and pupils, and while assessment is a fundamental part of a child’s education, it is not meant to cause them stress or anxiety. The department trusts schools to approach the phonics screening check appropriately.</p><p>Children and young people’s mental health and wellbeing is a priority for this government. The department is continuing to help schools support children and young people’s wellbeing during the COVID-19 outbreak. More than £17 million of mental health funding was announced in May 2021 to improve mental health and wellbeing support in schools and colleges.</p> answering member printed Baroness Berridge question first answered 05/07/2021 15:38:38 answering member 4218 label Biography information for Baroness Berridge
tabling member	1241 label Biography information for Lord Watson of Invergowrie