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1714140

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Further Education and Schools: Skilled Workers
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether she plans to encourage a greater emphasis on developing skills for work in schools and colleges.
tabling member constituency	Brighton, Kemptown
tabling member printed	Lloyd Russell-Moyle
uin	23910
answer	answer is ministerial correction date of answer 07/05/2024 answer text <p>The department wants all young people to leave school or college with the knowledge, skills, and behaviours to progress onto higher education or skilled work.</p><p>High-quality careers information, advice and guidance is key to helping all young people to make informed decisions about their future, understand the skills they need to succeed and the pathways to take them there. The department funds the Careers and Enterprise Company to support schools and colleges to deliver high-quality careers programmes and increase young people’s exposure to the world of work. 92% (4,760) of schools and colleges in England are part of a Careers Hub, which increase young peoples’ encounters with employers, access to workplace experiences and understanding of the skills, behaviours, and qualifications they need to develop for a range of jobs and sectors. Through the National Careers Service website and live chat function, young people aged 13 to 18 can access free, up to date, impartial information, advice and guidance on careers and skills in England.</p><p>Colleges deliver a wide range of vocational and technical training needed to prepare students for skilled work in a wide variety of occupations, and for higher technical study. Colleges are delivering:</p><ul><li>Apprenticeships training which is based on employer led standards that will ensure that apprenticeships are equipped with the skills that employers need.</li><li>New T levels where 250 employers have been involved in designing the content, ensuring that qualifications meet industry need and preparing students for the world of work.</li><li>New Skills Bootcamps which offer free, flexible courses of up to 16 weeks and give people the opportunity to build up sector-specific skills and fast-track to an interview with an employer.</li><li>New Free Courses for Jobs offer that gives eligible adults the chance to access a high value Level 3 qualification for free, which can support them to gain higher wages or a better job. 400 courses are available and have been carefully chosen as they offer good wage outcomes and address the skills needed in the economy.</li></ul> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 07/05/2024 15:22:52 answering member 3969 label Biography information for Damian Hinds
tabling member	4615 label Biography information for Lloyd Russell-Moyle

1714142

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Further Education and Schools: Basic Skills
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether she plans to encourage a greater emphasis on developing essential skills for life in schools and colleges.
tabling member constituency	Brighton, Kemptown
tabling member printed	Lloyd Russell-Moyle
uin	23911
answer	answer is ministerial correction date of answer 07/05/2024 answer text <p>The department wants all children to leave school with the knowledge, skills and values that will prepare them to be citizens in modern Britain. There are many aspects of the curriculum that help young people develop essential life skills, including through the teaching of Relationships, Sex and Health Education (RSHE), citizenship, mathematics and design and technology (D&amp;T).</p><p>In primary schools, age-appropriate relationships education involves supporting children to learn how to develop mutually respectful relationships in all contexts, including online. In secondary schools, this broadens to become age-appropriate relationships and sex education. In health education, there is a strong focus on mental wellbeing, including a recognition that mental wellbeing and physical health are linked. The statutory guidance is available at: <a href="https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education" target="_blank">https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education</a>.</p><p>The department is currently reviewing the RSHE statutory guidance. The review has been informed by an independent expert panel to advise the Secretary of State for Education on the introduction of age limits for sensitive subjects. A draft of the amended guidance will be published for consultation as soon as possible.</p><p>The national curriculum for secondary citizenship develops pupils’ awareness and understanding of democracy, government and how laws are made and upheld. Teaching should equip pupils with the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments. The citizenship programmes of study are available at the following link: <a href="https://www.gov.uk/government/publications/national-curriculum-in-england-citizenship-programmes-of-study" target="_blank">https://www.gov.uk/government/publications/national-curriculum-in-england-citizenship-programmes-of-study</a>.</p><p>Primary maintained schools and all academies are encouraged to cover citizenship as part of their duty to deliver a broad and balanced curriculum following the non-statutory framework for citizenship.</p><p>Pupils should be prepared to manage their money well, make sound financial decisions and know where to seek further information when needed.</p><p>Financial knowledge is a compulsory part of the national curriculum for mathematics at key stages 1 to 4 and citizenship at key stages 3 and 4. The mathematics curriculum provides young people with the mathematical knowledge that underpins their ability to make important financial decisions. At primary schools, there is a strong emphasis on enabling pupils to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. At secondary schools and in GCSE mathematics, pupils solve problems in financial contexts. The mathematics programme of study can be found on GOV.UK.</p><p>Through primary citizenship curriculum, pupils should be taught to realise that money comes from different sources and can be used for different purposes. They should also be taught how to spend and save money sensibly and that economic choices affect individuals and communities. This is expanded in secondary citizenship where pupils are taught the function and uses of money, how to budget, and manage credit and debt, as well as concepts like insurance, savings and pensions.</p><p>Cooking and nutrition is a discrete strand of the national curriculum for D&amp;T. This was introduced as part of the 2014 D&amp;T curriculum and is compulsory for key stages 1 to 3. The curriculum aims to teach children how to cook, with an emphasis on savoury dishes, and how to apply the principles of healthy eating and nutrition. It recognises that cooking is an important life skill that will help children to feed themselves and others healthy and affordable food.</p><p>RSHE and citizenship sit alongside extra-curricular programmes to develop a variety of life skills such as resilience, leadership, persistence, and teamwork. Schools are best placed to understand and meet the needs of their pupils and so have flexibility to decide how they deliver the curriculum and what range of extra-curricular activities to offer. The department supports a range of initiatives to expand access to extra-curricular activities through schools, such as working with the Department for Culture, Media and Sport to offer the Duke of Edinburgh’s Award to all state secondary schools in England.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 07/05/2024 15:14:52 answering member 3969 label Biography information for Damian Hinds
tabling member	4615 label Biography information for Lloyd Russell-Moyle

1714144

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Sixth Form Education: Qualifications
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to page 24 of the report by the Edge Foundation entitled Advancing British standards? Exploring public attitudes towards a baccalaureate-style 16-18 education system, published in April 2024, what assessment she has made of the potential breadth of the Level 3 technical qualifications offer that can be taken alongside A levels.
tabling member constituency	Brighton, Kemptown
tabling member printed	Lloyd Russell-Moyle
uin	23912
answer	answer is ministerial correction date of answer 07/05/2024 answer text <p>​​The Advanced British Standard (ABS) is designed to provide students with greater breadth and access to a single menu of high quality and distinct subjects, each with a clear purpose. Students will have the freedom to take a mix of technical and academic subjects, which gives them more flexibility over their future career options.</p><p>​All students taking the ABS will study English and maths to age 18, either as theoretical or applied, depending on their interests and future goals.</p><p>​The ongoing qualification reforms will pave the way for the future ABS, removing duplicate, low quality courses, that do not deliver the skills employers need. T Levels will form the core of the occupational routes within the ABS. The department is currently reforming applied general qualifications to ensure that other technical qualifications are based on employer designed, occupational standards not covered by T Levels, such as Travel Consultant, Highways electrician, and Personal trainer. This will pave the way for the inclusion of subjects within the ABS.</p><p>​​As highlighted in the Edge Foundation’s report, the ABS requires an increase to teaching hours. The department will increase the number of taught hours by an extra 15% for most 16 to 19-year-olds, against the current average funded time of 1280 hours over two years. This will mean students receive at least 1,475 hours over two years, including industry placements. This enables the department to retain the depth and rigour to support progression to further study, apprenticeships and work, while giving students the breadth they need to succeed in an ever changing economy</p> answering member constituency Thornbury and Yate answering member printed Luke Hall question first answered 07/05/2024 16:09:57 answering member 4450 label Biography information for Luke Hall
tabling member	4615 label Biography information for Lloyd Russell-Moyle

1702153

registered interest
date	18/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Working Hours
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment she has made of the implications for her policies of the results of trials of reduced teaching hours for teachers in schools.
tabling member constituency	Brighton, Kemptown
tabling member printed	Lloyd Russell-Moyle
uin	22601
answer	answer is ministerial correction date of answer 26/04/2024 answer text <p>The department is taking action to encourage and support schools to adopt a strategic approach to implementing flexible working.</p><p>The department knows that flexible working is increasingly viewed as an expectation for employees across other sectors. That is why the department is always interested to hear from stakeholders who are trialling new approaches to embedding flexible working practices in schools. For example, the department knows that some schools have re-organised their timetable within their existing funding, giving teachers one full day of planning, preparation and assessment time a week which they can undertake from home. Innovative approaches like this could be an effective way to improve staff wellbeing and help with staff retention.</p><p>If a school decides to make significant changes to its staffing arrangements, it will be important to consider the impact on those affected, including pupils and teachers. Schools should also consider the government expectation that all state-funded mainstream schools will deliver at least a 32.5 hour school week by September 2024.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 26/04/2024 11:20:34 answering member 3969 label Biography information for Damian Hinds
tabling member	4615 label Biography information for Lloyd Russell-Moyle

1702245

registered interest
date	18/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Young People: Employment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will provide support to schools and colleges to help prepare minority ethnic young people to transition into work.
tabling member constituency	Brighton, Kemptown
tabling member printed	Lloyd Russell-Moyle
uin	22602
answer	answer is ministerial correction date of answer 26/04/2024 answer text <p>High-quality careers information, advice and guidance is key to helping all young people make informed decisions about their future, including being able to find out about and consider the different options available to them.</p><p> </p><p>The department funds the Careers and Enterprise Company (CEC) to support schools and colleges to deliver high-quality careers programmes, to increase young people’s exposure to the world of work and to smooth the transition into their next step.</p><p> </p><p>The support provided by CEC is universal and provides young people in every part of the country, no matter what their background, with high-quality, tailored advice and guidance. Secondary schools are expected to develop and improve their careers provision for young people in line with the world-class Gatsby Benchmarks, including benchmark 3 which focuses on addressing the individual needs of each pupil.</p><p> </p><p>To support schools to address the individual needs of each pupil, in September 2021 CEC launched the Future Skills Questionnaire (FSQ), which is a student self-completion questionnaire that measures career readiness at points of transition across secondary education. Careers Leaders in secondary schools use FSQ insights to identify those students that require additional support in making their next career learning choice.</p><p> </p><p>Careers Hubs in the 2023/24 academic year are providing additional funding to deliver three distinct strands of activity focused on supporting more disadvantaged pupils:</p><ul><li>High-quality work experience for up to 15,000 young people with the greatest economic disadvantage.</li><li>Experiences with 20 employers from key growth sectors for up to 5,000 young people with a guarantee of a high-quality mock interview.</li><li>Virtual experiences for year 7 to 9 pupils in up to 600 institutions in coastal and rural areas.</li></ul> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 26/04/2024 11:31:34 answering member 3969 label Biography information for Damian Hinds
tabling member	4615 label Biography information for Lloyd Russell-Moyle

1698114

registered interest
date	22/03/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Sign Language: GCSE
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many and what proportion of secondary (a) mainstream and (b) maintained special schools offered British Sign Language GCSE in each of the last five years.
tabling member constituency	Brighton, Kemptown
tabling member printed	Lloyd Russell-Moyle
uin	20083
answer	answer is ministerial correction date of answer 02/04/2024 answer text <p>The department published British Sign Language GCSE subject content in December 2023, following a public consultation last summer. Exam boards are now able to develop detailed specifications, which must be reviewed and accredited by Ofqual before schools and colleges are able to teach them. As such, no schools are currently offering the GCSE. The department’s aim is that exam board specifications will be available to schools who wish to offer the GCSE from September 2025.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 20084 question first answered 02/04/2024 14:29:24 answering member 3969 label Biography information for Damian Hinds
tabling member	4615 label Biography information for Lloyd Russell-Moyle

1698115

registered interest
date	22/03/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Sign Language: GCSE
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 increase the provision of British Sign Language GCSE in mainstream secondary schools.
tabling member constituency	Brighton, Kemptown
tabling member printed	Lloyd Russell-Moyle
uin	20084
answer	answer is ministerial correction date of answer 02/04/2024 answer text <p>The department published British Sign Language GCSE subject content in December 2023, following a public consultation last summer. Exam boards are now able to develop detailed specifications, which must be reviewed and accredited by Ofqual before schools and colleges are able to teach them. As such, no schools are currently offering the GCSE. The department’s aim is that exam board specifications will be available to schools who wish to offer the GCSE from September 2025.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 20083 question first answered 02/04/2024 14:29:24 answering member 3969 label Biography information for Damian Hinds
tabling member	4615 label Biography information for Lloyd Russell-Moyle

1683704

registered interest
date	19/01/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Students: Mental Health
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether her Department collects data on students who self-report (a) depression, (b) bad nerves and (c) anxiety.
tabling member constituency	Brighton, Kemptown
tabling member printed	Lloyd Russell-Moyle
uin	10650
answer	answer is ministerial correction date of answer 29/01/2024 answer text <p>The mental health of children and young people is an absolute priority for this government. The department wants to ensure all students have the opportunity to thrive, no matter their background or the challenges they may face.</p><p>The Higher Education Statistics Agency (HESA, now part of the Joint Information Systems Committee) is responsible for collecting and publishing data about UK higher education. HESA collects data on the number of students declaring a disability, including mental health conditions. This is not disaggregated further to categories such as depression, bad nerves and anxiety.</p><p>Statistics covering the academic years 2014/2015 to 2021/2022 are available at: <a href="https://www.hesa.ac.uk/data-and-analysis/students/table-15" target="_blank">https://www.hesa.ac.uk/data-and-analysis/students/table-15</a>.</p><p>From 2022/2023, students with multiple disabilities will disclose each of their disabilities instead of falling under a catch-all &quot;multiple disabilities&quot; category. However, depression, bad nerves, schizophrenia, anxiety, and other mental health conditions are still included in one mental health category.</p><p>The department collects data on various aspects of children and young people’s wellbeing and mental health. Key sources of this data, both from the department and other stakeholders, are collated into the annual State of the Nation report on Children and Young People’s Wellbeing. The report brings together a range of published information from government, academic, voluntary, and private sector organisations to provide a clear narrative for all those interested in the wellbeing of children and young people in England. The most recent report is available here: <a href="https://www.gov.uk/government/publications/state-of-the-nation-2022-children-and-young-peoples-wellbeing" target="_blank">https://www.gov.uk/government/publications/state-of-the-nation-2022-children-and-young-peoples-wellbeing</a>.</p> answering member constituency Wantage answering member printed David Johnston question first answered 29/01/2024 16:49:02 answering member 4761 label Biography information for David Johnston
tabling member	4615 label Biography information for Lloyd Russell-Moyle

1669825

registered interest
date	14/11/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Relationships and Sex Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will make an assessment of how resources can best be allocated to provide comprehensive sexual health education in schools.
tabling member constituency	Brighton, Kemptown
tabling member printed	Lloyd Russell-Moyle
uin	1963
answer	answer is ministerial correction date of answer 22/11/2023 answer text <p>Schools are free to determine how they use their funding in support of subjects, including RSHE training for teachers.</p><p>The department expects schools to consult with parents on what they teach. Schools should ensure that, when they engage parents, they provide examples of the resources they plan to use, for example the books they will use in lessons.</p><p>In light of concerning reports about the use of inappropriate materials used to teach the RSHE curriculum, the Secretary of State has twice written to schools to make clear that schools should share resources with parents and clarify the position about how copyright law applies when schools share resources with parents. Copies of both letters can be found here: <a href="https://www.gov.uk/government/publications/secretary-of-state-letter-to-schools-about-sharing-curriculum-resources-with-parents" target="_blank">https://www.gov.uk/government/publications/secretary-of-state-letter-to-schools-about-sharing-curriculum-resources-with-parents</a>.</p><p>The department has been reviewing the RSHE guidance and aims to launch a public consultation by the end of this year. The department anticipates that the revised guidance, including content on sexual health education, will be published in 2024.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 22/11/2023 15:14:20 answering member 3969 label Biography information for Damian Hinds
tabling member	4615 label Biography information for Lloyd Russell-Moyle

1664918

registered interest
date	16/10/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Students: Loans
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to page 66 of the Higher education policy statement & reform consultation Equality analysis published in February 2022, what assessment she has made of the implications for her policies of that report’s findings on the disparity in percentage increases in loan repayments between female borrowers and male borrowers.
tabling member constituency	Brighton, Kemptown
tabling member printed	Lloyd Russell-Moyle
uin	202612
answer	answer is ministerial correction date of answer 23/10/2023 answer text <p>The department has carefully assessed the impact of changes and published a full and comprehensive analysis in the HE Reform and Consultation Document Equality Impact Assessment, which can be found here: <a href="https://www.gov.uk/government/publications/higher-education-reform-equality-impact-assessment" target="_blank">https://www.gov.uk/government/publications/higher-education-reform-equality-impact-assessment</a>.</p><p>The student loan repayment system under Plan 5 is progressive, with repayments being positively correlated with lifetime earnings. The highest earners make the largest individual contributions to the system overall, and the lowest earners are required to contribute the least.</p><p>Lower earners, whether male or female, are protected. If a borrower’s income is below the repayment threshold, they will not be required to make any repayments at all. At the end of the loan term, any outstanding loan debt, including interest accrued, will be written off at no detriment to the borrower. No commercial loans offer this level of protection.</p><p>The department will continue to keep the student finance system, including repayment terms, under review to ensure that it remains sustainable and delivers value for money for students and the taxpayer.</p><p> </p><p> </p> answering member constituency Harlow answering member printed Robert Halfon grouped question UIN 200820 question first answered 23/10/2023 11:00:49 answering member 3985 label Biography information for Robert Halfon
tabling member	4615 label Biography information for Lloyd Russell-Moyle