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1259171

registered interest
date	08/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Education: Standards
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what plans his Department has to update the Department for Education strategy 2015-2020: world-class education and care this calendar year.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	126834
answer	answer is ministerial correction date of answer 14/12/2020 answer text <p>The Department will set out its strategy in its forthcoming Outcome Delivery Plan, to be published by the Cabinet Office in 2021.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 14/12/2020 14:52:52 answering member 111 label Biography information for Nick Gibb
tabling member	3985 label Biography information for Robert Halfon

1258336

registered interest
date	03/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department took to estimate private device ownership to inform its allocation of devices to support disadvantaged children in the 2020-21 academic year.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	124721
answer	answer is ministerial correction date of answer 11/12/2020 answer text <p>The Department has based allocations on estimates of children in years 3 to 11 without a device. The Department used data on the number of pupils eligible for free school meals, which was effectively equivalent to the estimate of children without private devices, and external estimates of the number of devices that schools already own.</p><p>Schools, local authorities and academy trusts can request additional devices if their allocation from the Department does not meet their needs. These requests can be submitted to <a href="mailto:covid.technology@educationg.gov.uk" target="_blank">covid.technology@educationg.gov.uk</a>.</p><p> </p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 11/12/2020 14:01:00 answering member 111 label Biography information for Nick Gibb
tabling member	3985 label Biography information for Robert Halfon

1257606

registered interest
date	02/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	GCSE: English Language
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what proportion of pupils did not achieve a grade 4 or above in GCSE English in (a) 2017-18, (b) 2018-19 and (c) 2019-20.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	124164
answer	answer is ministerial correction date of answer 07/12/2020 answer text <p>The Department publishes the number of pupils at the end of key stage 4[1] who achieved the English and maths pillars of the English Baccalaureate[2]<sup>,</sup>[3]. The attached table shows the percentage of pupils who did not achieve Ebacc pillars for English and Maths for each of the last 3 years.</p><p>The cancellation of the summer 2020 GCSE exams and the substantially changed method for awarding GCSE grades has impacted greatly on the results. Comparisons with earlier years are not recommended for the purposes of measuring changes in underlying pupil performance.</p><p>[1] Pupils are identified as being at the end of key stage 4 if they were on roll at the school and in year 11 at the time of the January school census for that year. Age is calculated as at 31 August for that year, and the majority of pupils at the end of key stage 4 were age 15 at the start of the academic year. Some pupils may complete this key stage in an earlier or later year group.</p><p>[2] All State-funded schools include local authority maintained mainstream schools, academies, free schools, city technology colleges, further education colleges with provision for 14 to 16 year-olds and state-funded special schools. They exclude independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.</p><p>[3] Link to published data: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 124165 question first answered 07/12/2020 16:04:06 answering member 111 label Biography information for Nick Gibb attachment 1 file name 124164 124165_table_showing_proportion_of_students_not_achieving_English_and_Maths_Ebacc.pdf title 124164 124165 table
tabling member	3985 label Biography information for Robert Halfon

1257607

registered interest
date	02/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	GCSE: Mathematics
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what proportion of pupils did not achieve a grade 4 or above in GCSE Maths in (a) 2017-18, (b) 2018-19 and (c) 2019-20.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	124165
answer	answer is ministerial correction date of answer 07/12/2020 answer text <p>The Department publishes the number of pupils at the end of key stage 4[1] who achieved the English and maths pillars of the English Baccalaureate[2]<sup>,</sup>[3]. The attached table shows the percentage of pupils who did not achieve Ebacc pillars for English and Maths for each of the last 3 years.</p><p>The cancellation of the summer 2020 GCSE exams and the substantially changed method for awarding GCSE grades has impacted greatly on the results. Comparisons with earlier years are not recommended for the purposes of measuring changes in underlying pupil performance.</p><p>[1] Pupils are identified as being at the end of key stage 4 if they were on roll at the school and in year 11 at the time of the January school census for that year. Age is calculated as at 31 August for that year, and the majority of pupils at the end of key stage 4 were age 15 at the start of the academic year. Some pupils may complete this key stage in an earlier or later year group.</p><p>[2] All State-funded schools include local authority maintained mainstream schools, academies, free schools, city technology colleges, further education colleges with provision for 14 to 16 year-olds and state-funded special schools. They exclude independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.</p><p>[3] Link to published data: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 124164 question first answered 07/12/2020 16:04:06 answering member 111 label Biography information for Nick Gibb attachment 1 file name 124164 124165_table_showing_proportion_of_students_not_achieving_English_and_Maths_Ebacc.pdf title 124164 124165 table
tabling member	3985 label Biography information for Robert Halfon

1257752

registered interest
date	02/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices and Further Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what discussions he has had with (a) UCAS and (b) the Institute for Apprenticeships on the reform of the Higher Education admissions process to boost apprenticeships and Further Education.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	124166
answer	answer is ministerial correction date of answer 14/12/2020 answer text <p>Our government manifesto committed to “improve the application and offer system” in a way that is &quot;underpinned by a commitment to fairness, quality of learning and teaching, and access&quot;.</p><p>My right hon. Friend, the Secretary of State for Education, has announced his intention to consult widely on the options for reforming the university admissions system in favour of a post qualification admissions system.</p><p>The consultation process will give bodies such as UCAS and the Institute for Apprenticeships ample opportunity to make their views heard, along with other bodies from across the educational sector that could potentially be affected. A post-qualification admissions system would aim to make university admissions more transparent and to better help students make the choices that are right for them, from the full range of opportunities available in both the higher education and further education sectors.</p><p>We have introduced legislation designed to increase the number of opportunities for young people to meet providers and find out more information about technical options. The Baker Clause requires all maintained schools and academies to publish a policy statement setting out opportunities for providers of technical education and apprenticeships to visit schools to talk to all year 8 to 13 pupils and to make sure the statement is followed.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 14/12/2020 16:55:53 answering member 4530 label Biography information for Michelle Donelan
tabling member	3985 label Biography information for Robert Halfon

1253427

registered interest
date	18/11/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Music: Coronavirus
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what the evidence base if for the decision to allow face-to-face private music lessons in students' homes, if there is no other viable option, or in school settings, outside of the school day, but not to allow face-to-face private music lessons in music teachers' homes during the November 2020 covid-19 lockdown restrictions.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	117237
answer	answer is ministerial correction date of answer 27/11/2020 answer text <p>Throughout the COVID-19 outbreak, the Government has listened carefully to the views of the scientific community, the information from the Scientific Advisory Group for Emergencies (SAGE) and its sub-groups when taking decisions on the best way to tackle the outbreak. Data and scientific advice informing the fight against COVID-19 are published on GOV.UK and specific relevant findings are shared in presentations accompanying significant policy announcements.</p><p> </p><p>As outlined in the guidance for education and childcare settings on new national restrictions from 5 November, music lessons in music teachers' homes are permitted during the national restrictions but only if online lessons are not reasonably possible. The guidance can be found here: <a href="https://www.gov.uk/guidance/education-and-childcare-settings-new-national-restrictions-from-5-november-2020#ooss" target="_blank">https://www.gov.uk/guidance/education-and-childcare-settings-new-national-restrictions-from-5-november-2020#ooss</a>.</p><p> </p><p>Music teachers who are operating out of their own homes or private studios, should ensure they are only being accessed for face to face provision by parents if their primary purpose is registered childcare, or where they are providing other activities for children, where it is reasonably necessary to enable parents to work or search for work, or to undertake training or education, or for the purposes of respite care.</p><p> </p><p>Out of school activities, including private tuition, that are primarily used by home educating parents as part of their arrangements for their child to receive a suitable full-time education may also continue to operate for face to face provision for the duration of the national restrictions.</p><p> </p><p>Tutors that continue to operate face to face provision during this period should continue to undertake risk assessments and implement the system of controls set out in the protective measures for holiday clubs and after-school clubs and other out-of-school clubs for children during the COVID-19 outbreak guidance, available here: <a href="https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak/protective-measures-for-out-of-school-settings-during-the-coronavirus-covid-19-outbreak" target="_blank">https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak/protective-measures-for-out-of-school-settings-during-the-coronavirus-covid-19-outbreak</a>. Providers operating out of other people’s homes should also implement the guidance on working safely in other people’s homes, available here: <a href="https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/homes" target="_blank">https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/homes</a>.</p><p> </p><p>All other out of school activities, not being primarily used by parents for these purposes and that can offer remote education, should close for face to face provision for the duration of the national restrictions. This will minimise the amount of mixing between different groups of people and therefore reduce the risk of infection and transmission of COVID-19.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 27/11/2020 16:03:45 answering member 111 label Biography information for Nick Gibb
tabling member	3985 label Biography information for Robert Halfon

1252739

registered interest
date	17/11/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Remote Education: ICT
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 support 16-19 year-olds with digital access to learning to ensure they can continue their education in the event that they are not in school.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	116462
answer	answer is ministerial correction date of answer 25/11/2020 answer text <p>Young people aged 16 to 19 without suitable laptops and tablets for education may be eligible for support through the 16 to 19 Bursary Fund. Providers make decisions as to who receives bursary funding, based on their own criteria. More information on support for 16 to 19 year olds can be found here: <a href="https://www.gov.uk/guidance/16-to-19-education-financial-support-for-students" target="_blank">https://www.gov.uk/guidance/16-to-19-education-financial-support-for-students</a>.</p><p>Where further education colleges are supplementing their on-site education with online education, the Department’s guidance asks colleges and other further education institutions to preserve provision on-site for all students who need it. This includes students without access to devices or connectivity at home.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 25/11/2020 12:56:13 answering member 111 label Biography information for Nick Gibb
tabling member	3985 label Biography information for Robert Halfon

1250762

registered interest
date	11/11/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices: Recruitment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to his Department's guidance, Incentive payments for hiring a new apprentice, updated on 28 September 2020, what comparative assessment he has made of the effect of the incentive payments for hiring a new apprentice on the (a) number of apprentices hired and (b) timing of hiring decisions.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	114144
answer	answer is ministerial correction date of answer 20/11/2020 answer text <p>Apprenticeships will be more important than ever in helping businesses to recruit the right people and develop the skills they need to recover and grow. To help employers offer new apprenticeships, they are now able to claim £2,000 for every new apprentice they hire under the age of 25 before 31 January 2021, in recognition of the particular impacts of the COVID-19 outbreak on the employment prospects of this group, and £1,500 for new apprentices aged 25 and over. This is in addition to the existing £1,000 payment we already provide for new 16-18-year-old apprentices and those aged under 25 with an Education, Health and Care Plan.</p><p>Employers have been able to register to claim the incentive since 1 September. We are monitoring the take-up of the new payments and will assess their impact on apprenticeship starts, including how employers have used the incentive payments to support job creation through apprenticeships.</p><p>As part of the in-year apprenticeship statistics release due to be published on 26 November, we will publish data on the number of apprentices for whom employers have submitted claims for incentive payments.</p> answering member constituency Chichester answering member printed Gillian Keegan grouped question UIN 114145 question first answered 20/11/2020 10:07:24 answering member 4680 label Biography information for Gillian Keegan
tabling member	3985 label Biography information for Robert Halfon

1250763

registered interest
date	11/11/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices: Recruitment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what plans his Department has to assess the efficacy of the incentive payments for hiring a new apprentice against a baseline hiring rate.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	114145
answer	answer is ministerial correction date of answer 20/11/2020 answer text <p>Apprenticeships will be more important than ever in helping businesses to recruit the right people and develop the skills they need to recover and grow. To help employers offer new apprenticeships, they are now able to claim £2,000 for every new apprentice they hire under the age of 25 before 31 January 2021, in recognition of the particular impacts of the COVID-19 outbreak on the employment prospects of this group, and £1,500 for new apprentices aged 25 and over. This is in addition to the existing £1,000 payment we already provide for new 16-18-year-old apprentices and those aged under 25 with an Education, Health and Care Plan.</p><p>Employers have been able to register to claim the incentive since 1 September. We are monitoring the take-up of the new payments and will assess their impact on apprenticeship starts, including how employers have used the incentive payments to support job creation through apprenticeships.</p><p>As part of the in-year apprenticeship statistics release due to be published on 26 November, we will publish data on the number of apprentices for whom employers have submitted claims for incentive payments.</p> answering member constituency Chichester answering member printed Gillian Keegan grouped question UIN 114144 question first answered 20/11/2020 10:07:24 answering member 4680 label Biography information for Gillian Keegan
tabling member	3985 label Biography information for Robert Halfon

1250986

registered interest
date	11/11/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupil Exclusions
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 minimise the (a) incidences and (b) effect of pupil exclusion from school.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	114146
answer	answer is ministerial correction date of answer 16/11/2020 answer text <p>It is important that all schools should be calm and disciplined environments within which pupils feel happy and able to fulfil their potential, free from low-level disruption.</p><p>The Department supports head teachers using exclusion where warranted. It is clear that there is no right number of exclusions, and permanent exclusion should only be used as a last resort. Exclusion from school should not mean exclusion from high quality education.</p><p>The Department is pursuing an ambitious programme of work on school behaviour and to rapidly improve the availability of good alternative provision. This will ensure that permanently excluded children, and children at risk of exclusion, receive high-quality education and support suited to their individual needs. This includes a £10 million investment in behaviour hubs, which will enable schools and multi-academy trusts with exemplary behaviour cultures and practices to work in partnership with those that want to improve their behaviour culture. The Department is also working with Ofsted to eliminate off-rolling.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 16/11/2020 14:56:40 answering member 111 label Biography information for Nick Gibb
tabling member	3985 label Biography information for Robert Halfon