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1485437

	registered interest
	date	28/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent assessment he has made of the effectiveness of the steps his Department has taken to help children’s education recover from the impact of the covid-19 outbreak.
	tabling member constituency	Stretford and Urmston
	tabling member printed	Kate Green
	uin	900850
	answer	answer is ministerial correction date of answer 05/07/2022 answer text <p>Understanding the impact of the COVID-19 disruption on the attainment and progress of all students is a key research priority for the government. That is why we invested in research into academic progress over the 2020/21 and 2021/22 academic years with Renaissance Learning and the Education Policy Institute. The latest findings from this research, published 28 March, include data from the first half of the 2021-22 autumn term. The findings from this research have been published on gov.uk at: <a href="https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2022-academic-years" target="_blank">https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2022-academic-years</a></p><p>Our latest evidence suggests recovery is happening, with primary pupils recovering around 0.1 months in reading and 0.9 months in maths since Summer 2021, and recovering 1.5 months in reading and 1.7 months in maths since Spring 2021, with pupils now only 0.8 months and 1.9 months behind in reading and maths respectively.</p><p>This is equivalent to recovering around two thirds of progress lost due to the pandemic in primary reading and around half of progress lost in primary maths since Spring 2021.</p><p>Progress for secondary pupils in key stage 3 remains a concern, with pupils now on average around 2.4 months behind in reading, having seen losses since Summer 2021.</p><p>We are making some progress in closing gaps between disadvantaged pupils and their peers, additional gaps created by the COVID-19 pandemic appear to have reduced in primary maths and secondary reading since Summer 2021. However, the gap for primary reading appears to have grown.</p><p>In line with this evidence, we have announced £1 billion to extend the recovery premium over the next two academic years. This will enable schools to provide additional support for the most disadvantaged, and will be weighted more towards secondary pupils to reflect evidence showing greater learning loss for older pupils, who also have less time left in education. This is part of the nearly £5 billion of funding we have announced for an ambitious, multi-year education recovery plan to support young people to catch up on missed learning.</p><p>Recovery funding is already making a difference. By May 2022 1.5 million courses had been started by children across England through the National Tutoring Programme, and £950 million of direct funding through the catch up and recovery premia, was helping schools to deliver evidence-based interventions based on pupil needs. In light of the success of this year’s school-led tutoring route through the National Tutoring Programme, next year we will allocate all tutoring funding directly to schools, simplifying the system and giving schools the freedom to decide how best to provide tutoring for their pupils.</p><p>In addition to this, the Schools White Paper, 'Opportunity for all: strong schools with great teachers for your child', sets out how our education system will deliver recovery, not just through our specific recovery investments, but through a wider programme of ambitious reforms that truly level up outcomes and ensure we build back better from the pandemic.</p><p>The Parent Pledge in the Schools White Paper will also make the government’s vision clear that any child who falls behind in English or maths will receive the right evidence-based targeted support to get them back on track.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 05/07/2022 16:17:55 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4120 label Biography information for Kate Green

1483425

	registered interest
	date	27/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	National Curriculum Tests
	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 help ensure that SATs do not have a negative impact on the emotional wellbeing of primary school students.
	tabling member constituency	Richmond Park
	tabling member printed	Sarah Olney
	uin	25963
	answer	answer is ministerial correction date of answer 05/07/2022 answer text <p>​Assessment is a crucial part of a child’s schooling and fundamental in a high-performing education system. At primary school, statutory assessments are an essential part of ensuring that all pupils master the basics of reading, writing and maths to prepare them for secondary school. Assessment data also enables parents, schools and the department to understand the impact of lost time in education and recovery initiatives.</p><p>Schools should encourage pupils to work hard and achieve well, but the department does not recommend that they devote excessive preparation time to assessments, and certainly not at the expense of pupils’ mental health and wellbeing. We trust schools to administer assessments in the appropriate way.</p><p>Research conducted by UCL Institute of Education, published in 2021, found that there was ‘little evidence to changes in [pupil] wellbeing around the time of key stage 2 tests, or that children in England become happier - either in general or about school - once these tests are over’.</p><p>Nevertheless, the department knows that the COVID-19 pandemic has impacted on the mental health and wellbeing of children and young people and will have an impact in the longer-term. Mental health and wellbeing are a priority for the government, and we remain committed to promoting and supporting mental health and wellbeing support in schools and colleges. In May 2021, the department announced an investment of over £17 million of mental health funding to improve mental health and wellbeing support in schools and colleges. This includes £9.5 million dedicated to training senior mental health leads in over 8,000 schools and colleges, with an additional £3 million announced this year to extend this training to even more schools and colleges. The training will equip leads with the skills and knowledge to develop a culture and ethos that promotes positive mental health wellbeing, as well as how to make the best use of local resources to support children and young people experiencing issues such as anxiety.</p><p>The department has also recently brought together all its sources of advice for schools and colleges into a single site on GOV.UK, which includes signposting to external sources of mental health and wellbeing support for teachers, school staff and school leaders. The site is available here: <a href="https://www.gov.uk/guidance/mental-health-and-wellbeing-support-in-schools-and-colleges#mental-health-and-wellbeing-resources" target="_blank">https://www.gov.uk/guidance/mental-health-and-wellbeing-support-in-schools-and-colleges#mental-health-and-wellbeing-resources</a>. ​</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 05/07/2022 15:45:54 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4591 label Biography information for Sarah Olney

1483426

	registered interest
	date	27/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Primary Education: Teachers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what his latest estimate is of the number of primary schools that have a dedicated teacher for (a) music, (b) arts, (c) drama and (d) PE.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	25838
	answer	answer is ministerial correction date of answer 30/06/2022 answer text <p>The department does not collect primary school curriculum data in the annual school workforce census. The school workforce census collects information on teaching in a sample of secondary schools and this information is published in our national statistics, the latest of which refers to the November 2021 census and is available here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england</a>.</p><p>Music, arts, drama, and physical education (PE) are vital aspects of primary school. The department supports this via the curriculum first and foremost, where music, arts, drama, and PE are part of the national curriculum, but we also want pupils to have the opportunity to engage in enrichment and physical activity, including sport. These are important for academic progress, for health and wellbeing, and for increasing life chances and future opportunities.</p><p>On 25 June 2022, the government published its refreshed national plan for music education, setting clear expectations for schools and announcing £25 million of new capital funding for musical instruments and equipment and £79 million per year until 2025 for the music hubs programme. The government also announced opportunities for pupils to stay active, continuing the £320 million PE and sport premium, as well as the School Games programme for the 2022/23 academic year. The update to the School Sport and Activity Action Plan will be published shortly and, in 2023, the government will be publishing a cultural education plan.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 30/06/2022 12:03:39 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1483486

	registered interest
	date	27/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Class Sizes: Burton
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will make an estimate of the average class size in primary schools in Burton in (a) January 2019 and (b) January 2022.
	tabling member constituency	Burton
	tabling member printed	Kate Griffiths
	uin	26024
	answer	answer is ministerial correction date of answer 05/07/2022 answer text <p>The average class size in Burton in January 2019 and January 2022 are as follows:</p><table><tbody><tr><td><p>School</p></td><td><p>Year</p></td><td><p>Average Size (by pupil)</p></td></tr><tr><td><p>Primary</p></td><td><p>January 2019</p></td><td><p>26.7</p></td></tr><tr><td><p>Primary</p></td><td><p>January 2022</p></td><td><p>26.9</p></td></tr><tr><td><p>Secondary</p></td><td><p>January 2019</p></td><td><p>22.2</p></td></tr><tr><td><p>Secondary</p></td><td><p>January 2022</p></td><td><p>22.5</p></td></tr></tbody></table><p> </p><p>Data on class size is available at school level within the schools, pupils and their characteristics national statistics publication available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics</a>.</p><p>This data contains the parliamentary constituency of each school which can then be aggregated to parliamentary constituency level.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 26025 question first answered 05/07/2022 11:01:50 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4773 label Biography information for Kate Kniveton

1483487

	registered interest
	date	27/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Class Sizes: Burton
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will make an estimate of the average class size in secondary schools in Burton in (a) January 2019 and (b) January 2022.
	tabling member constituency	Burton
	tabling member printed	Kate Griffiths
	uin	26025
	answer	answer is ministerial correction date of answer 05/07/2022 answer text <p>The average class size in Burton in January 2019 and January 2022 are as follows:</p><table><tbody><tr><td><p>School</p></td><td><p>Year</p></td><td><p>Average Size (by pupil)</p></td></tr><tr><td><p>Primary</p></td><td><p>January 2019</p></td><td><p>26.7</p></td></tr><tr><td><p>Primary</p></td><td><p>January 2022</p></td><td><p>26.9</p></td></tr><tr><td><p>Secondary</p></td><td><p>January 2019</p></td><td><p>22.2</p></td></tr><tr><td><p>Secondary</p></td><td><p>January 2022</p></td><td><p>22.5</p></td></tr></tbody></table><p> </p><p>Data on class size is available at school level within the schools, pupils and their characteristics national statistics publication available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics</a>.</p><p>This data contains the parliamentary constituency of each school which can then be aggregated to parliamentary constituency level.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 26024 question first answered 05/07/2022 11:01:50 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4773 label Biography information for Kate Kniveton

1483530

	registered interest
	date	27/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	National Tutoring Programme: Publicity
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what estimate he has made of the cost to the public purse of the outbound call campaign relating to the National Tutoring Programme which was launched by his Department on 28 April 2022.
	tabling member constituency	Portsmouth South
	tabling member printed	Stephen Morgan
	uin	25988
	answer	answer is ministerial correction date of answer 30/06/2022 answer text <p>The department’s calls to schools are part of the wider campaign to improve awareness and increase school engagement with the National Tutoring Programme (NTP), allowing more pupils to benefit from personalised catch-up support.</p><p>The costs are covered by the existing funding envelope. The department staff resource for the NTP call campaign was seven existing full time equivalent employees. Additional support was provided by up to ten agency staff already engaged by the department to deliver another campaign.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 30/06/2022 11:59:51 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4653 label Biography information for Stephen Morgan

1473081

	registered interest
	date	24/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Platinum Jubilee 2022
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, pursuant to the Answer of 22 June 2022 to Question 18885 on Schools: Platinum Jubilee 2022, if he will hold discussions with the Secretary of State for Health and Social Care on applying the lessons learned from the roll out of covid-19 vaccinations to the distribution of the Platinum Jubilee book to schools.
	tabling member constituency	Exeter
	tabling member printed	Mr Ben Bradshaw
	uin	24537
	answer	answer is ministerial correction date of answer 30/06/2022 answer text <p>The department is working hard to distribute ‘Queen Elizabeth: A Platinum Jubilee Celebration’ to schools as quickly as possible. The distribution of the books is being managed by DK, as per their contract with the department. The majority of deliveries to schools in England have now been completed with 3,053,000 copies delivered as of 24 June 2022, including all books delivered to schools in Northern Ireland. The delivery process is on course to be completed by 11 July 2022 at the latest.</p><p>As we are nearing the final stages of the delivery process, a discussion with my right hon. Friend, the Secretary of State for Health and Social Care, is not needed.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 30/06/2022 12:09:46 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	230 label Biography information for Mr Ben Bradshaw

1473227

	registered interest
	date	24/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Academies: Communication
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, pursuant to the Answer of 23 June 2022 to Question 18884, on Schools: Email, whether he has issued recent guidance to academy schools on ensuring that information intended for parents and supplied over email is routinely made as accessible as possible to parents who (a) lack access to a desktop computer or tablet at home, (b) do not have English as a first language and (c) may experience other challenges in opening and reading attachments to emails.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	24584
	answer	answer is ministerial correction date of answer 29/06/2022 answer text <p>The department does not issue specific guidance covering information provided from schools to parents via email. However, we would expect schools to consider the needs of their own parents, and to communicate with them in a range of effective and accessible ways. This includes considering the best way to communicate with those for whom English is not their first language, or who may be less digitally literate.</p><p> </p><p>The department issues guidance to schools and academies which sets out what school level information they need to publish online. This is a requirement for maintained schools in the School Information (England) Regulations 2008 and for many trusts in their academy funding agreements.</p><p> </p><p>As the school information regulations cover what schools must publish on their website, and not what is sent via email, it is not suitable to amend these in order to include making digital communications from schools to parents accessible.</p><p> </p><p>If a parent has concerns about information sent via email not being accessible, they should in the first instance raise these with their school.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 24585 question first answered 29/06/2022 11:06:02 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1473232

	registered interest
	date	24/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Communication
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, pursuant to the Answer of 23 June 2022 to Question 18884, on Schools: Email, if he will amend the (a) School Information Regulations and (b) Governance Handbook to ensure that schools use modern digital communications with parents in a way that is (i) effective and (ii) inclusive, especially for those parents who have difficulties using email, reading and opening attachments, and (iii) in line with wider best practice across government; and if he will make a statement.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	24585
	answer	answer is ministerial correction date of answer 29/06/2022 answer text <p>The department does not issue specific guidance covering information provided from schools to parents via email. However, we would expect schools to consider the needs of their own parents, and to communicate with them in a range of effective and accessible ways. This includes considering the best way to communicate with those for whom English is not their first language, or who may be less digitally literate.</p><p> </p><p>The department issues guidance to schools and academies which sets out what school level information they need to publish online. This is a requirement for maintained schools in the School Information (England) Regulations 2008 and for many trusts in their academy funding agreements.</p><p> </p><p>As the school information regulations cover what schools must publish on their website, and not what is sent via email, it is not suitable to amend these in order to include making digital communications from schools to parents accessible.</p><p> </p><p>If a parent has concerns about information sent via email not being accessible, they should in the first instance raise these with their school.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 24584 question first answered 29/06/2022 11:06:02 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1472470

	registered interest
	date	22/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Recruitment
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment he has made of the adequacy of current routes into the teaching profession.
	tabling member constituency	Huddersfield
	tabling member printed	Mr Barry Sheerman
	uin	23222
	answer	answer is ministerial correction date of answer 28/06/2022 answer text <p>Following the department’s commitment to review the initial teacher training (ITT) market in the 2019 Teacher Recruitment and Retention strategy, we welcomed the expert advisory group’s recommendations to define all ITT that leads to qualified teacher status within three core routes of undergraduate, postgraduate fee-funded, and postgraduate employment-based.</p><p>By 2024, a reformed ITT provider market will be delivering quality-assured training that places a greater emphasis than ever before on embedding structured practice into courses, ensuring trainees are ready to thrive in the classroom in their early careers. The department is also working with stakeholders as part of the scheduled review of the employment-based postgraduate teacher apprenticeship route.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 28/06/2022 11:23:04 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	411 label Biography information for Mr Barry Sheerman

1472472

	registered interest
	date	22/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Recruitment
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he has plans to provide support to teaching assistants in transitioning to become fully qualified teachers.
	tabling member constituency	Huddersfield
	tabling member printed	Mr Barry Sheerman
	uin	23223
	answer	answer is ministerial correction date of answer 01/07/2022 answer text <p>The department is committed to supporting teaching assistants to become qualified teachers, including through providing accessible routes into the teaching profession.</p><p>Teaching assistants that have a degree can choose from various routes, including the School Direct (tuition fees) placement or School Direct (salaried places). Both routes carry the award of qualified teacher status (QTS) and some may lead to the award of a postgraduate certificate in education (PGCE).</p><p>An alternative route into teaching is through an apprenticeship.</p><p>Currently, schools have access to a range of apprenticeship standards, including the level three teaching assistant apprenticeship and level six postgraduate teacher apprenticeship (PGTA). The level six PGTA is only available to those with a degree. The department is working with all interested parties to improve the PGTA for providers, employers, and candidates as part of its scheduled review.</p><p>There are a range of other routes into teaching, including PGCE or postgraduate diploma in education (PGDE) for those with an undergraduate degree or equivalent qualification. Additionally, qualified teacher learning and skills status (QTLS) allows those without degrees to teach in schools, providing they meet the eligibility criteria. Those without a degree can also train to teach through an undergraduate degree. Unlike the apprenticeships and School Direct routes, these routes do not allow teaching assistants to train within a school they may already be employed in.</p><p>While teaching is a graduate profession, the department is working with interested parties to consider how teaching assistants and others working in schools can attain the relevant qualifications to become teachers.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 23224 question first answered 01/07/2022 15:19:18 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	411 label Biography information for Mr Barry Sheerman

1472474

	registered interest
	date	22/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Recruitment
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment he has made of the adequacy of current routes into the teaching profession for teaching assistants without a university degree.
	tabling member constituency	Huddersfield
	tabling member printed	Mr Barry Sheerman
	uin	23224
	answer	answer is ministerial correction date of answer 01/07/2022 answer text <p>The department is committed to supporting teaching assistants to become qualified teachers, including through providing accessible routes into the teaching profession.</p><p>Teaching assistants that have a degree can choose from various routes, including the School Direct (tuition fees) placement or School Direct (salaried places). Both routes carry the award of qualified teacher status (QTS) and some may lead to the award of a postgraduate certificate in education (PGCE).</p><p>An alternative route into teaching is through an apprenticeship.</p><p>Currently, schools have access to a range of apprenticeship standards, including the level three teaching assistant apprenticeship and level six postgraduate teacher apprenticeship (PGTA). The level six PGTA is only available to those with a degree. The department is working with all interested parties to improve the PGTA for providers, employers, and candidates as part of its scheduled review.</p><p>There are a range of other routes into teaching, including PGCE or postgraduate diploma in education (PGDE) for those with an undergraduate degree or equivalent qualification. Additionally, qualified teacher learning and skills status (QTLS) allows those without degrees to teach in schools, providing they meet the eligibility criteria. Those without a degree can also train to teach through an undergraduate degree. Unlike the apprenticeships and School Direct routes, these routes do not allow teaching assistants to train within a school they may already be employed in.</p><p>While teaching is a graduate profession, the department is working with interested parties to consider how teaching assistants and others working in schools can attain the relevant qualifications to become teachers.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 23223 question first answered 01/07/2022 15:19:18 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	411 label Biography information for Mr Barry Sheerman

1472573

	registered interest
	date	22/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Business Rates
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what comparative assessment he has made of the levels of business rates paid by state schools and independent schools which have charitable status.
	tabling member constituency	Lancaster and Fleetwood
	tabling member printed	Cat Smith
	uin	23324
	answer	answer is ministerial correction date of answer 01/07/2022 answer text <p>The department has done no comparative assessment between the levels of business rates paid by state schools and independent schools which have charitable status.</p><p>Currently, 80% mandatory rates relief is applied to academies, voluntary aided schools, and foundation schools. The majority of special schools also receive full relief because they make provision for children with a disability. In addition, under the Local Government Finance Act 1988, local authorities are permitted to grant relief against the business rate liability to certain charitable and non-profit organisations. Local authorities are able to offer discretionary relief for local authority-maintained schools in their area.</p><p>Local authorities receive funding for business rates through the national funding formula, to meet the full costs of schools’ business rates. This means the costs for local authority maintained schools’ and academies’ business rates are currently covered by the department. Therefore, there is no disadvantage to state funded schools from paying full rates, or advantage from receiving rates relief.</p><p>Charities can apply for charitable rate relief of up to 80% if a property is used for charitable purposes. Around half of independent schools are charities so enjoy at least 80% relief on business rates. The rest are private business and therefore do not benefit from such discounted business rates.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 01/07/2022 15:20:38 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4436 label Biography information for Cat Smith

1472601

	registered interest
	date	22/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education: Publishing
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment he has made of the potential effect of proposals relating to the curriculum Arms-Length Body in the Schools Bill on educational publishers across the country; and if he will take steps to ensure that educational publishers are able to compete on equitable terms.
	tabling member constituency	Northampton South
	tabling member printed	Andrew Lewer
	uin	23395
	answer	answer is ministerial correction date of answer 28/06/2022 answer text <p>As announced in the Schools White Paper, the department will establish a new arm’s length curriculum body, building on the success of Oak National Academy’s work during the COVID-19 pandemic. It will work with thousands of teachers to co-design, create, and continually improve packages of optional, free, adaptable digital curriculum resources and video lessons. These optional resources will be available across the UK, helping teachers deliver a high-quality curriculum.</p><p> </p><p>Teachers in the UK benefit from a diverse commercial education resources market that offers a range of materials to support high-quality planning and teaching. The curriculum body will work with the market, leading a broad and inclusive national process that will involve commercial education resource suppliers as well as teachers, schools, school trusts, Subject Associations, National Centres of Excellence, and many others, as it develops and delivers its support offer for schools.</p><p> </p><p>Building on our existing understanding, the department is currently working with commercial organisations to gather further information that will help us to understand the potential effect on the market. It is important to us that areas of the market that offer high-quality, carefully sequenced resources that meet teachers’ needs can continue doing so. Opportunities for educational publishers and other partners to work with the curriculum body will be open to all across the sector.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 28/06/2022 11:30:38 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4659 label Biography information for Andrew Lewer

1472611

	registered interest
	date	22/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Refugees
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many schools have offered places to Ukrainian refugees in each local authority area.
	tabling member constituency	Warrington North
	tabling member printed	Charlotte Nichols
	uin	23442
	answer	answer is ministerial correction date of answer 01/07/2022 answer text <p>The department does not hold information on how many schools have offered places to Ukrainian refugees in each local authority.</p><p>We can share headline data on how many Ukrainian children are coming into the country and out of those how many children are being allocated school places. This data is available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-placements-for-children-from-outside-of-the-uk/2022-may" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-placements-for-children-from-outside-of-the-uk/2022-may</a>.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 01/07/2022 15:22:05 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4799 label Biography information for Charlotte Nichols

1472612

	registered interest
	date	22/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Refugees
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, when will schools who offer places to Ukrainian refugees receive additional per pupil funding for those children.
	tabling member constituency	Warrington North
	tabling member printed	Charlotte Nichols
	uin	23443
	answer	answer is ministerial correction date of answer 30/06/2022 answer text <p>For children who have arrived via the Homes for Ukraine scheme, the department has advised local authorities that funding will be on a per pupil basis for the three phases of education. This bespoke scheme enables individuals, charities, community groups and businesses to volunteer accommodation and provide a route to safety for people fleeing from Ukraine.</p><p>Eligible local authorities will receive full tariff amount for each child from Ukraine who has arrived under the Homes for Ukraine scheme up to and including 31 May 2022. This payment will be made in July 2022. Further funding allocations for children that arrive in a local authority from June 2022 onwards will be made at a later date.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 30/06/2022 12:06:49 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4799 label Biography information for Charlotte Nichols

1471970

	registered interest
	date	21/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Sign Language: Curriculum
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he has had discussions with the Minister for Women and Equalities on the potential merits of including basic sign language in the social skills curriculum.
	tabling member constituency	Strangford
	tabling member printed	Jim Shannon
	uin	22429
	answer	answer is ministerial correction date of answer 28/06/2022 answer text <p>Education is a devolved matter, and the response outlines the information for England only.</p><p> </p><p>My right hon. Friend, the Secretary of State for Education, has not had discussions with my right hon. Friend, the Minister for Women and Equalities, on including basic sign language in a social skills curriculum.</p><p> </p><p>The government does not set out guidance on a social skills curriculum for schools in England and there are no plans to make British Sign Language (BSL) part of the statutory curriculum. The statutory curriculum, including the national curriculum, is just one element in the wide-ranging education of every child which makes up the broader school curriculum.</p><p> </p><p>Schools are free to offer BSL as part of their wider school curriculum, to meet the needs of their pupils if they wish.</p><p> </p><p>The department is working with Ofqual and subject experts to develop subject content for a British Sign Language GCSE. We aim to consult publicly on the draft subject content in autumn 2022.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 28/06/2022 11:08:08 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4131 label Biography information for Jim Shannon

1472091

	registered interest
	date	21/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Assessments
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment he has made of the potential impact of (a) SATs and (b) statutory testing on pupil mental health and wellbeing; and if he will make it his policy to pause such testing to allow for a profession-led review of the potential impact of the current assessment system in primary schools on pupil wellbeing.
	tabling member constituency	Coventry South
	tabling member printed	Zarah Sultana
	uin	22569
	answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Schools should support a culture of wellbeing amongst staff and pupils. The department understands that the COVID-19 pandemic has impacted the mental health and wellbeing of children and young people, and that this will have an impact in the longer-term. Although schools should encourage all pupils to work hard and achieve well in primary assessments, the department does not recommend that they devote excessive time to preparation, and certainly not at the expense of pupils’ mental health and wellbeing.</p><p> </p><p>Assessments are a crucial part of a child’s schooling and are fundamental in a high-performing education system. Statutory assessments at primary school are an essential part in ensuring that all pupils master the basics of reading, writing, and maths to prepare them for secondary school. Assessment data also enables parents, schools, and the department to understand the impact of lost time in education and recovery initiatives.</p><p> </p><p>In 2017, the government carried out a consultation into primary assessment in England. The consultation received over 4,000 responses from a diverse range of backgrounds and specialisms, providing a broad and informed range of views that informed policy on the current primary assessment system. Additionally, the department engages with teachers, parents and their representatives on a regular basis to understand their views on primary assessment.</p><p> </p><p>The department has no current plans to undertake further major reform of assessments.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 27/06/2022 09:44:12 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4786 label Biography information for Zarah Sultana

1472099

	registered interest
	date	21/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Academies
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment he has made of the (a) value and (b) potential merits of the operating freedoms available to academy schools.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	22409
	answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Academy trust freedoms include the autonomy for academy trusts to make decisions on matters such as financial governance, the school year and day, curriculum, staffing, and pay. These enable academy trusts to collaborate, innovate, and run themselves efficiently to support teachers and schools where the challenge is greatest to deliver the best outcomes for their pupils.</p><p> </p><p>As set out in the Schools White Paper, the department knows the best multi-academy trusts transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance had become entrenched.</p><p> </p><p>There are no provisions in the Schools Bill that undermine academy freedoms. The Schools Bill makes provisions for the Academy Trust Standards, which will bring together existing requirements currently set out across funding agreements, legislation, and the Academy Trust Handbook into a single statutory framework. This will bring greater clarity, understanding and reassurance to the sector, and will ensure the same minimum standards apply consistently to all academies now and in the future.</p><p> </p><p>The department will consult with the sector on every iteration of the Academy Trust Standards regulations.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 22410 question first answered 27/06/2022 10:45:56 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1472100

	registered interest
	date	21/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Academies
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment he has made of the potential impact of provisions in the Schools Bill on the operating freedoms available to academy schools.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	22410
	answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Academy trust freedoms include the autonomy for academy trusts to make decisions on matters such as financial governance, the school year and day, curriculum, staffing, and pay. These enable academy trusts to collaborate, innovate, and run themselves efficiently to support teachers and schools where the challenge is greatest to deliver the best outcomes for their pupils.</p><p> </p><p>As set out in the Schools White Paper, the department knows the best multi-academy trusts transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance had become entrenched.</p><p> </p><p>There are no provisions in the Schools Bill that undermine academy freedoms. The Schools Bill makes provisions for the Academy Trust Standards, which will bring together existing requirements currently set out across funding agreements, legislation, and the Academy Trust Handbook into a single statutory framework. This will bring greater clarity, understanding and reassurance to the sector, and will ensure the same minimum standards apply consistently to all academies now and in the future.</p><p> </p><p>The department will consult with the sector on every iteration of the Academy Trust Standards regulations.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 22409 question first answered 27/06/2022 10:45:56 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1472107

	registered interest
	date	21/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children and Young People: Social Mobility
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what process his Department has in place to measure social mobility in children and young people from primary school age to (a) leaving education and (b) entering higher education.
	tabling member constituency	Liverpool, Wavertree
	tabling member printed	Paula Barker
	uin	22584
	answer	answer is ministerial correction date of answer 29/06/2022 answer text <p>The department monitors key metrics internally and publishes data on outcomes of children and young people from early years to post-16. This includes breakdowns of data by disadvantaged and vulnerable cohorts, and by regions and local authority.</p><p> </p><p>The most relevant measures that the department tracks by these cohorts are described below, with links to the latest statistical publications:</p><p> </p><ul><li>Percentage of 5-year-olds achieving ‘expected’ level on early learning goals : <a href="https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2018-to-2019#full-publication-update-history" target="_blank">https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2018-to-2019#full-publication-update-history</a></li><li>Outcomes gap between children eligible for free school meals and peers in early years foundation stage profile assessment at age 5 : <a href="https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2018-to-2019#full-publication-update-history" target="_blank">https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2018-to-2019#full-publication-update-history</a></li><li>Percentage of pupils meeting the expected standard in the phonics screening check in year 1 : <a href="https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2019" target="_blank">https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2019</a></li><li>Percentage of pupils meeting the expected standard in reading, writing and maths by end of primary school : <a href="https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2019" target="_blank">https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2019</a></li><li>Percentage of pupils achieving GCSEs in English and maths (grade 4) or equivalent by age 19 : <a href="https://www.gov.uk/government/statistics/level-2-and-3-attainment-by-young-people-aged-16-to-25-in-2021" target="_blank">https://www.gov.uk/government/statistics/level-2-and-3-attainment-by-young-people-aged-16-to-25-in-2021</a></li><li>Percentage of level 3 attainment by age 19 : <a href="https://www.gov.uk/government/statistics/level-2-and-3-attainment-by-young-people-aged-16-to-25-in-2021" target="_blank">https://www.gov.uk/government/statistics/level-2-and-3-attainment-by-young-people-aged-16-to-25-in-2021</a></li><li>Disadvantaged gap index at key stage 2: <a href="https://www.gov.uk/government/statistics/national-curriculum-assessments-key-stage-2-2019-revised" target="_blank">https://www.gov.uk/government/statistics/national-curriculum-assessments-key-stage-2-2019-revised</a></li><li>Disadvantaged gap index at key stage 4 : <a href="https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised/2020-21" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised/2020-21</a></li><li>19+ further education and skills achievements (qualifications) excluding community learning : <a href="https://explore-education-statistics.service.gov.uk/find-statistics/further-education-and-skills" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/further-education-and-skills</a></li><li>Care leavers aged 21 in education, employment or training : <a href="https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2021" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2021</a></li><li>Progression of 15-year-old state school students to higher education by free schools meal status : <a href="https://explore-education-statistics.service.gov.uk/find-statistics/widening-participation-in-higher-education/2019-20" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/widening-participation-in-higher-education/2019-20</a></li></ul><p> </p><p> </p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 29/06/2022 11:28:49 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4828 label Biography information for Paula Barker

1472119

	registered interest
	date	21/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Romanian Language: GCSE
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he has made an assessment of the potential merits of introducing a GCSE qualification in the Romanian language.
	tabling member constituency	Luton North
	tabling member printed	Sarah Owen
	uin	22568
	answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Deciding which languages are offered at GCSE is the responsibility of awarding organisations.</p><p>The government is committed to increasing the number of pupils studying languages to GCSE level and beyond, including languages that are commonly spoken in Britain. It is for this reason that teaching of languages is in the national curriculum from age 7 to 14, and why GCSEs in languages are included as part of the English Baccalaureate suite of subjects.</p><p>However, it is up to schools to decide which languages are taught as part of their curriculum, both at primary and secondary school, and the government does not specify which languages should be taught. When deciding which languages to offer, schools are likely to consider the needs of their local community.</p><p>Awarding organisations can offer a GCSE in any modern language, and this decision would be informed by matters such as the level of demand from schools, the proportion of the population in the UK speaking the language, and the availability of examiners. Thus, there is no reason in principle why a GCSE in Romanian could not be introduced, and the government would support any awarding organisation wishing to do so.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 27/06/2022 12:20:29 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4777 label Biography information for Sarah Owen

1472156

	registered interest
	date	21/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Sexual Offences
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what progress his Department has made on implementing the recommendations made in Ofsted's review of sexual abuse in schools and colleges.
	tabling member constituency	Southport
	tabling member printed	Damien Moore
	uin	22512
	answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>The department accepted the findings of Ofsted’s review in full and immediately began working on delivering a multi-agency, cross-departmental response, tackling the issues identified.</p><p>Local statutory safeguarding partners should support schools to address harmful sexual behaviours and sexual abuse. The department’s immediate response involved asking all 135 safeguarding partners to review working arrangements with schools and colleges in their area. We ran several events with safeguarding partners, educational establishments and sector experts, ascertaining emerging practice and barriers to effective working. This information will be shared across all safeguarding partners.</p><p>The department has published strengthened statutory Keeping Children Safe in Education Guidance in 2021, ensuring schools have clearer guidance on dealing with sexual abuse. We are further strengthening this guidance and a draft version was published in May and will take effect in September 2022. Additionally, the Child-on-Child Sexual Violence and Sexual Harassment guidance have been revised.</p><p>The department has worked with the Home Office on development of the Harmful Sexual Behaviour Support Service, assisting professionals, such as teachers and designated safeguarding leads (DSLs), to tackle harmful sexual behaviours.</p><p>DSLs have a pivotal role in supporting and protecting children in school which is why we have provided more support to DSLs, enabling them to identify and address issues more confidently. We have extended our pilot of supervision and training for DSLs working alongside the Child Sexual Abuse Centre of Expertise and What Works Children’s Social Care. Later this year an online hub for DSLs will be launched, in conjunction with professionals and the sector, delivering further advice and guidance.</p><p>To address safeguarding issues online and on social media platforms, alongside the Department for Digital, Culture, Media, and Sport, we asked the Children’s Commissioner to immediately explore how children’s access to pornography and harmful content can be reduced. We have worked with the Children’s Commissioner’s Office to develop and publish a Parent’s Guide: Talking to your child about online sexual harassment. Additionally, Ministers and the Children’s Commissioner have sought reassurance from technology companies that they will identify further information which they can share, and continue to make available resources to parents, teachers, and children.</p><p>To ensure children and young people are educated about these issues, the department is supporting teachers to implement the compulsory Relationships, Sex and Health Education (RSHE) curriculum, including through producing non-statutory guidance to strengthen content and clarity on when relevant topics should be taught and asking schools to prioritise delivery of the full RSHE curriculum this academic year.</p><p>Where children and young people are affected by these issues, they continue to be supported by NSPCC’s Report Abuse in Education helpline (0800 136663). The helpline is open to anyone who has suffered sexual abuse or harassment in educational settings, and those concerned for someone else.</p><p>Work on safeguarding and child protection continues across government, including the Home Office’s Violence Against Women and Girls and Tackling Child Sexual Abuse strategies, the Department for Digital, Culture, Media and Sport’s Online Safety Act, the National Crime Agency’s response to abuse and exploitation, and Cabinet Office’s Stop Abuse Together campaign.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 22514 question first answered 27/06/2022 12:16:06 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4669 label Biography information for Damien Moore

1472249

	registered interest
	date	21/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Sexual Offences
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether the Government has made progress on the implementation of the recommendations from Ofsted's Review of sexual abuse in schools and colleges, published on 10 June 2021.
	tabling member constituency	Southport
	tabling member printed	Damien Moore
	uin	22514
	answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>The department accepted the findings of Ofsted’s review in full and immediately began working on delivering a multi-agency, cross-departmental response, tackling the issues identified.</p><p>Local statutory safeguarding partners should support schools to address harmful sexual behaviours and sexual abuse. The department’s immediate response involved asking all 135 safeguarding partners to review working arrangements with schools and colleges in their area. We ran several events with safeguarding partners, educational establishments and sector experts, ascertaining emerging practice and barriers to effective working. This information will be shared across all safeguarding partners.</p><p>The department has published strengthened statutory Keeping Children Safe in Education Guidance in 2021, ensuring schools have clearer guidance on dealing with sexual abuse. We are further strengthening this guidance and a draft version was published in May and will take effect in September 2022. Additionally, the Child-on-Child Sexual Violence and Sexual Harassment guidance have been revised.</p><p>The department has worked with the Home Office on development of the Harmful Sexual Behaviour Support Service, assisting professionals, such as teachers and designated safeguarding leads (DSLs), to tackle harmful sexual behaviours.</p><p>DSLs have a pivotal role in supporting and protecting children in school which is why we have provided more support to DSLs, enabling them to identify and address issues more confidently. We have extended our pilot of supervision and training for DSLs working alongside the Child Sexual Abuse Centre of Expertise and What Works Children’s Social Care. Later this year an online hub for DSLs will be launched, in conjunction with professionals and the sector, delivering further advice and guidance.</p><p>To address safeguarding issues online and on social media platforms, alongside the Department for Digital, Culture, Media, and Sport, we asked the Children’s Commissioner to immediately explore how children’s access to pornography and harmful content can be reduced. We have worked with the Children’s Commissioner’s Office to develop and publish a Parent’s Guide: Talking to your child about online sexual harassment. Additionally, Ministers and the Children’s Commissioner have sought reassurance from technology companies that they will identify further information which they can share, and continue to make available resources to parents, teachers, and children.</p><p>To ensure children and young people are educated about these issues, the department is supporting teachers to implement the compulsory Relationships, Sex and Health Education (RSHE) curriculum, including through producing non-statutory guidance to strengthen content and clarity on when relevant topics should be taught and asking schools to prioritise delivery of the full RSHE curriculum this academic year.</p><p>Where children and young people are affected by these issues, they continue to be supported by NSPCC’s Report Abuse in Education helpline (0800 136663). The helpline is open to anyone who has suffered sexual abuse or harassment in educational settings, and those concerned for someone else.</p><p>Work on safeguarding and child protection continues across government, including the Home Office’s Violence Against Women and Girls and Tackling Child Sexual Abuse strategies, the Department for Digital, Culture, Media and Sport’s Online Safety Act, the National Crime Agency’s response to abuse and exploitation, and Cabinet Office’s Stop Abuse Together campaign.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 22512 question first answered 27/06/2022 12:16:07 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4669 label Biography information for Damien Moore

1472263

	registered interest
	date	21/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Attendance
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment he has made of the potential impact of the Schools Bill on how Special Educational Needs will be taken into account when monitoring school attendance.
	tabling member constituency	York Outer
	tabling member printed	Julian Sturdy
	uin	22418
	answer	answer is ministerial correction date of answer 29/06/2022 answer text <p>Regular attendance at school is vital for children’s education, wellbeing, and long-term development. School attendance is mandatory, and parents have a duty, under Section 7 of the Education Act 1996 to ensure that their child of compulsory age (5-16) receives an efficient full-time education either by attendance at school or otherwise.</p><p>The department appreciates that barriers to attendance are wide and complex, particularly for pupils with Special Educational Needs and Disabilities (SEND). Addressing these requires strong relationships and close working between families, schools, local authorities, and other relevant local services. This is the intention of the attendance clauses in the Schools Bill.</p><p> </p><p>The Bill will put the department’s new attendance guidance ‘Working together to improve school attendance’ onto a statutory footing. This will ensure greater consistency in the attendance support offered to pupils and families, regardless of where in the country they live, and emphasises the importance of providing attendance support in an earlier and more targeted way to respond to pupils’ individual needs.</p><p> </p><p>The new guidance makes it clear that schools should develop and maintain a whole school culture that promotes the benefits of attendance, whilst recognising the interplay between attendance and wider school improvement efforts, such as strategies on mental health, wellbeing, and SEND. Schools will be expected to have sensitive conversations with pupils about their needs and work with families to develop specific support approaches for pupils with SEND. This includes establishing strategies for removing in-school barriers to attendance, ensuring attendance data of this group of pupils is regularly monitored to spot patterns and provide support earlier, including ensuring joined-up pastoral care is in place and referring pupils to support from other services and partners where necessary.</p><p> </p><p>These expectations, alongside the expectations placed on academy trust boards, governing bodies, and local authorities to work in conjunction with school staff to provide joined-up support for all pupils and families, will ensure that pupils with SEND are supported to attend school regularly.</p><p> </p><p>Alongside the new expectations in the Schools Bill, the department is currently consulting on proposed changes we want to make to the SEND and alternative provision (AP) system in England.</p><p> </p><p>The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Green Paper, which is open for public consultation until 22 July 2022, sets out the department’s proposals for a system that offers children and young people the opportunity to thrive, with access to the right support, in the right place, and at the right time.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 29/06/2022 10:58:42 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4079 label Biography information for Julian Sturdy

1471618

	registered interest
	date	20/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Poetry: Education
	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 support poetry teaching in (a) primary and (b) secondary schools.
	tabling member constituency	Strangford
	tabling member printed	Jim Shannon
	uin	21179
	answer	answer is ministerial correction date of answer 24/06/2022 answer text <p>Education is a devolved matter, and the response outlines the information for England only.</p><p>Poetry is prominent in the national curriculum for English at key stages 1, 2, 3 and 4. At different stages of their education, students should have opportunities to: develop pleasure in reading and discussing poetry, learn poetry by heart and write their own poetry. As part of the English Literature GCSE, students are taught to read and appreciate the depth and power of the English literary heritage, including studying poetry written since 1789.</p><p>The department funds an initiative called Poetry by Heart which helps to develop and support inspiring poetry teaching in schools, and to motivate pupils and teachers to explore our rich literary heritage: <a href="http://www.poetrybyheart.org.uk/" target="_blank">http://www.poetrybyheart.org.uk/</a>. Pupils choose poems from the online anthology covering 1,000 years of poetry and recite these in school-based competitions. A national final was held in Shakespeare’s Globe in June 2022 and was open to pupils in key stages 2, 3, 4 and 5.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 24/06/2022 13:53:36 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4131 label Biography information for Jim Shannon

1471719

	registered interest
	date	20/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Russian Language: GCE A-level and GCSE
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what discussions he is having with exam boards to ensure the exam specifications for Russian (a) GCSE and (b) A-Level courses do not cause distress to Ukrainian students.
	tabling member constituency	Twickenham
	tabling member printed	Munira Wilson
	uin	21288
	answer	answer is ministerial correction date of answer 23/06/2022 answer text <p>Awarding organisations look carefully at their specifications and exam questions each year to manage any negative impacts on students. Awarding organisations are regulated by Ofqual, the office of qualifications and examinations regulation. Discussion about sensitivities in exam specifications is a matter for Ofqual. I have asked its Chief Regulator, Dr Jo Saxton, to write to the hon. Member for Twickenham and a copy of her reply will be placed in the Libraries of both Houses.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 23/06/2022 16:16:54 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4776 label Biography information for Munira Wilson

1471784

	registered interest
	date	20/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department is taking to help protect clinically vulnerable members of staff from covid-19 in schools in England.
	tabling member constituency	Chesterfield
	tabling member printed	Mr Toby Perkins
	uin	21164
	answer	answer is ministerial correction date of answer 23/06/2022 answer text <p>Most people who were previously identified as clinically extremely vulnerable (CEV) are now well protected after receiving their primary and booster vaccination doses. For most people who were identified as CEV, they are no longer at substantially greater risk than the general population and are advised to follow the same guidance as everyone else on staying safe and preventing the spread of COVID-19, as well as any further advice they may have received from their doctor.</p><p>As individuals are now mixing in an otherwise open society, regular testing within education providers is no longer as effective as it once was at preventing transmission. Instead, the most effective protection against severe disease from COVID-19 for everyone, including those at higher risk from COVID-19, is to get vaccinated.</p><p>Education providers should undertake a risk assessment of individuals with clinical vulnerabilities attending the provider and, as employers, should be able to explain the measures they have in place to keep staff safe at work.</p><p>Those at higher risk may also wish to consider additional advice:</p><ul><li>Those previously considered CEV may wish to consider taking extra precautions outlined in guidance from the UK Health Security Agency (UKHSA) and the Department of Health and Social Care (DHSC), which is available here: <a href="https://www.gov.uk/government/publications/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19" target="_blank">https://www.gov.uk/government/publications/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19</a>.</li><li>Individuals with a weakened immune system should follow guidance from the UKHSA and DHSC for people whose immune system means they are at higher risk from COVID-19. The guidance is available here: <a href="https://www.gov.uk/government/publications/covid-19-guidance-for-people-whose-immune-system-means-they-are-at-higher-risk" target="_blank">https://www.gov.uk/government/publications/covid-19-guidance-for-people-whose-immune-system-means-they-are-at-higher-risk</a>.</li><li>In some circumstances, staff, children, pupils or students may have received advice from their specialist or clinician. They should follow this advice, which may be set out in a healthcare plan.</li></ul><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 23/06/2022 11:41:28 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	3952 label Biography information for Mr Toby Perkins

1471810

	registered interest
	date	20/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Religion: Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, with reference to the Ofsted research review series: religious education, published on 12 May 2021, what plans his Department has to ensure access to high quality in-service training for leaders and teachers of religious education.
	tabling member constituency	Westmorland and Lonsdale
	tabling member printed	Tim Farron
	uin	21150
	answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>One of the department’s priorities is to ensure that we continue to attract, retain, and develop the highly skilled teachers needed, as set out in our Teacher Recruitment and Retention Strategy in 2019. In the 2020/21 academic year, the department exceeded the postgraduate initial teacher training (ITT) target in religious education (129% of target), and in 2021/22 we met 99% of the target.</p><p> </p><p>The department does not prescribe the curriculum content of initial teacher training (ITT) courses. However, courses must be designed so that teacher trainees can demonstrate that they meet all of the Teachers' Standards at the appropriate level. The ITT Core Content Framework sets out a minimum entitlement of knowledge, skills and experiences that trainees need to enter the profession in the best position possible to teach and support all children and young people. The framework is not subject specific but sets out a minimum entitlement to training that accredited ITT providers must incorporate into their primary and/or secondary ITT curricula. It is up to partnerships to make choices around curriculum and sequencing to suit the subject, phase, and age range that trainees will be teaching.</p><p> </p><p>Beyond the first few years of teaching, the department’s priority is to help all teachers and school leaders to continuously develop their expertise throughout their careers. We have improved our training support offer to all schools and teachers, to ensure that they receive high quality training and development at every stage of their career, from initial teacher training and the introduction of the Early Career Framework (ECF) reforms through to leadership qualifications.</p><p> </p><p>The ECF reforms were introduced to improve support for early career teachers. The ECF itself underpins what all early career teachers should learn about and learn how to do based on expert guidance and the best available research evidence. It is designed to work for all early career teachers of religious education as well as all others regardless of subject, phase and/or school.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 21152 question first answered 27/06/2022 15:47:13 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	1591 label Biography information for Tim Farron

1471811

	registered interest
	date	20/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Religion: Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether his Department plans to introduce a national professional qualification for religious education leaders.
	tabling member constituency	Westmorland and Lonsdale
	tabling member printed	Tim Farron
	uin	21151
	answer	answer is ministerial correction date of answer 28/06/2022 answer text <p>National professional qualifications (NPQs) are a national, voluntary suite of qualifications, designed to support the professional development of teachers and school leaders.</p><p>NPQs are based on the latest evidence of what works and have been developed by teachers, leaders, and education experts, and are designed to allow for practical implementation in their own settings across the country. NPQs provide teachers access to the best possible in-role training and support, both in specialist areas of practice, such as leading the teaching and learning of a subject, key stage, or phase, and in leadership roles, too.</p><p>Each NPQ is underpinned by a content framework. The content of the NPQ frameworks build on and complement one another, to deliver a shared understanding of the principles of effective professional development.</p><p> </p><p>While it is not subject-specific, the NPQ in Leading Teaching will enable professionals to develop expert teaching practice within their relevant context through the use of subject-specific, phase-specific, or domain-specific exemplification materials.</p><p> </p><p>NPQs are also designed to allow professionals to develop expert teaching and leadership practice to apply this to their relevant context.</p><p> </p><p>NPQs can and should be supplemented by a variety of subject-specific professional development, including that which is provided by schools, trusts, subject associations, charities, curriculum hubs, Oak National Academy, and other private training organisations.</p><p> </p><p>The government is committed to delivering 500,000 teacher training opportunities over the next 3 years. As part of this, we are investing in training scholarships so that all teachers and school leaders in state-funded schools can access NPQs for free over the next three academic years.</p><p> </p><p>The department encourages all Religious Education leaders to consider enrolling on a fully-funded NPQ. To do so, they should contact their local Teaching School Hub in the first instance. Further information about NPQs and the content frameworks can be accessed on:<a href="https://www.gov.uk/government/publications/national-professional-qualifications-npqs-reforms/national-professional-qualifications-npqs-reforms." target="_blank"> https://www.gov.uk/government/publications/national-professional-qualifications-npqs-reforms/national-professional-qualifications-npqs-reforms.</a></p><p> </p><p> </p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 28/06/2022 10:37:57 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	1591 label Biography information for Tim Farron

1471812

	registered interest
	date	20/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Religion: Primary Education
	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 ensure the quality and quantity of primary religious education training in initial teacher training and for early career teachers.
	tabling member constituency	Westmorland and Lonsdale
	tabling member printed	Tim Farron
	uin	21152
	answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>One of the department’s priorities is to ensure that we continue to attract, retain, and develop the highly skilled teachers needed, as set out in our Teacher Recruitment and Retention Strategy in 2019. In the 2020/21 academic year, the department exceeded the postgraduate initial teacher training (ITT) target in religious education (129% of target), and in 2021/22 we met 99% of the target.</p><p> </p><p>The department does not prescribe the curriculum content of initial teacher training (ITT) courses. However, courses must be designed so that teacher trainees can demonstrate that they meet all of the Teachers' Standards at the appropriate level. The ITT Core Content Framework sets out a minimum entitlement of knowledge, skills and experiences that trainees need to enter the profession in the best position possible to teach and support all children and young people. The framework is not subject specific but sets out a minimum entitlement to training that accredited ITT providers must incorporate into their primary and/or secondary ITT curricula. It is up to partnerships to make choices around curriculum and sequencing to suit the subject, phase, and age range that trainees will be teaching.</p><p> </p><p>Beyond the first few years of teaching, the department’s priority is to help all teachers and school leaders to continuously develop their expertise throughout their careers. We have improved our training support offer to all schools and teachers, to ensure that they receive high quality training and development at every stage of their career, from initial teacher training and the introduction of the Early Career Framework (ECF) reforms through to leadership qualifications.</p><p> </p><p>The ECF reforms were introduced to improve support for early career teachers. The ECF itself underpins what all early career teachers should learn about and learn how to do based on expert guidance and the best available research evidence. It is designed to work for all early career teachers of religious education as well as all others regardless of subject, phase and/or school.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 21150 question first answered 27/06/2022 15:47:13 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	1591 label Biography information for Tim Farron

1471848

	registered interest
	date	20/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Racial Discrimination
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what guidance the Government has issued on racial justice work and workshops in schools.
	tabling member constituency	Twickenham
	tabling member printed	Munira Wilson
	uin	21291
	answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>The government condemns and strives to tackle all forms of racial discrimination, prejudice, and harassment. Under the Equality Act 2010, schools have a duty to take steps to eliminate discrimination, harassment, victimisation, to advance equality of opportunity and foster good relations across all protected characteristics, including between people of different ethnic backgrounds.</p><p> </p><p>The department has not provided specific guidance or funding to schools to deliver racial justice work and workshops. Schools have flexibility over how they deliver subjects, so they can develop an integrated approach that is sensitive to the needs and background of their pupils. The department has published advice to support schools to fulfil their duties under the Equality Act 2010, which is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/315587/Equality_Act_Advice_Final.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/315587/Equality_Act_Advice_Final.pdf</a>.</p><p> </p><p>As part of a broad and balanced curriculum, pupils should be taught about different societies. This includes learning how different groups have contributed to the development of Britain. The curriculum offers many opportunities for schools to do this, notably through citizenship education and relationships education, which is now compulsory in all schools and has a clear focus on the importance of valuing difference. The history curriculum also gives teachers the flexibility to include the contribution of black and minority ethnic history into lessons. This aligns with the school’s duty to promote and foster good relations across all protected characteristics, including race.</p><p> </p><p>Guidance on the implementation and teaching of the relationships, sex and health education curriculum is available at: <a href="https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health" target="_blank">https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health</a>. The national curriculum content for citizenship can be found at: <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> </p><p>The department continues to publish information, guidance and support for teachers and school leaders on how to challenge radical views, including racist and discriminatory beliefs, on the website Educate Against Hate, which is available at: <a href="https://educateagainsthate.com/" target="_blank">https://educateagainsthate.com/</a>. One of these resources is the ‘Respectful School Communities’ toolkit, a self-review and signposting tool to support schools to develop a whole-school approach which promotes respect and discipline. This can combat bullying, harassment and prejudice of any kind, including hate-based bullying. This toolkit is available here: <a href="https://educateagainsthate.com/resources/respectful-school-communities-self-review-signposting-tool-2/" target="_blank">https://educateagainsthate.com/resources/respectful-school-communities-self-review-signposting-tool-2/</a>.</p><p> </p><p>It is important that schools take full responsibility for ensuring lessons and materials are age appropriate, suitable, and politically impartial, particularly when using materials produced by external organisations. The department published the guidance, ‘Political impartiality in schools’, to support schools to meet their duties in this area, which is available here: <a href="https://www.gov.uk/government/publications/political-impartiality-in-schools" target="_blank">https://www.gov.uk/government/publications/political-impartiality-in-schools</a>.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 21292 question first answered 27/06/2022 13:20:47 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4776 label Biography information for Munira Wilson

1471849

	registered interest
	date	20/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Racial Discrimination
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what funding the Government has allocated to support racial justice work and workshops in schools.
	tabling member constituency	Twickenham
	tabling member printed	Munira Wilson
	uin	21292
	answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>The government condemns and strives to tackle all forms of racial discrimination, prejudice, and harassment. Under the Equality Act 2010, schools have a duty to take steps to eliminate discrimination, harassment, victimisation, to advance equality of opportunity and foster good relations across all protected characteristics, including between people of different ethnic backgrounds.</p><p> </p><p>The department has not provided specific guidance or funding to schools to deliver racial justice work and workshops. Schools have flexibility over how they deliver subjects, so they can develop an integrated approach that is sensitive to the needs and background of their pupils. The department has published advice to support schools to fulfil their duties under the Equality Act 2010, which is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/315587/Equality_Act_Advice_Final.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/315587/Equality_Act_Advice_Final.pdf</a>.</p><p> </p><p>As part of a broad and balanced curriculum, pupils should be taught about different societies. This includes learning how different groups have contributed to the development of Britain. The curriculum offers many opportunities for schools to do this, notably through citizenship education and relationships education, which is now compulsory in all schools and has a clear focus on the importance of valuing difference. The history curriculum also gives teachers the flexibility to include the contribution of black and minority ethnic history into lessons. This aligns with the school’s duty to promote and foster good relations across all protected characteristics, including race.</p><p> </p><p>Guidance on the implementation and teaching of the relationships, sex and health education curriculum is available at: <a href="https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health" target="_blank">https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health</a>. The national curriculum content for citizenship can be found at: <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> </p><p>The department continues to publish information, guidance and support for teachers and school leaders on how to challenge radical views, including racist and discriminatory beliefs, on the website Educate Against Hate, which is available at: <a href="https://educateagainsthate.com/" target="_blank">https://educateagainsthate.com/</a>. One of these resources is the ‘Respectful School Communities’ toolkit, a self-review and signposting tool to support schools to develop a whole-school approach which promotes respect and discipline. This can combat bullying, harassment and prejudice of any kind, including hate-based bullying. This toolkit is available here: <a href="https://educateagainsthate.com/resources/respectful-school-communities-self-review-signposting-tool-2/" target="_blank">https://educateagainsthate.com/resources/respectful-school-communities-self-review-signposting-tool-2/</a>.</p><p> </p><p>It is important that schools take full responsibility for ensuring lessons and materials are age appropriate, suitable, and politically impartial, particularly when using materials produced by external organisations. The department published the guidance, ‘Political impartiality in schools’, to support schools to meet their duties in this area, which is available here: <a href="https://www.gov.uk/government/publications/political-impartiality-in-schools" target="_blank">https://www.gov.uk/government/publications/political-impartiality-in-schools</a>.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 21291 question first answered 27/06/2022 13:20:48 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4776 label Biography information for Munira Wilson

1471447

	registered interest
	date	17/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Armed Forces
	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 ensure that (a) schools with a large intake of military families are adequately provisioned and (b) school roll audits are carried out termly rather than annually in those schools.
	tabling member constituency	Fylde
	tabling member printed	Mark Menzies
	uin	20248
	answer	answer is ministerial correction date of answer 23/06/2022 answer text <p>State-funded schools in England that are attended by children and young people from military families (known as service children) receive additional funding in the form of the service pupil premium (SPP). This funding is currently worth £320 per annum for each pupil who is recorded as a service child at the time of the autumn school census, or who has had service child status at any point in the last six years.</p><p>Schools have flexibility over how they use the SPP to support the pastoral and academic needs that service children may have as a result of growing up in a military household. These can include needs relating to the impact of moving schools frequently during their primary and secondary education.</p><p>Schools are required in each termly school census to record information about the number of service children on roll. However, allocations of SPP funding for each financial year only draw on data from the autumn school census return. This ’lagged’ approach to funding gives schools certainty over their budgets, as they know the number of pupils for which they will receive funding in the year. Therefore, when pupil numbers fall, schools have time to respond before this starts to impact their budgets.</p><p>The department has allocated £246 million in growth and falling rolls funding to local authorities in the 2022/23 financial year. This is an increase of £12 million over the amount allocated for 2021/22. Growth funding can be used by local authorities to support schools with managing a significant growth in pupil numbers or a short-term decrease in pupil numbers, where those places are forecast to be required in future years.</p><p>The responsibility for how growth and falling rolls funding is allocated rests with local authorities. If an academy or maintained school takes on significant numbers of additional pupils because of a growing population in the area, then local authorities can provide funding from the growth pot they hold locally.</p><p>Furthermore, schools in which more than 6% of pupils joined at a non-typical date through the school year at any point in the last three years also attract funding through the mobility factor in the national funding formula. For years 1 to 11, this means the first census when the pupil was in the school was a Spring or Summer census. For the reception year, the first census is the Summer census. This year, the department allocated £44 million to local authorities through this factor. Local authorities allocate the funding they receive to schools through their local funding formula.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 23/06/2022 15:33:19 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	3998 label Biography information for Mark Menzies

1471017

	registered interest
	date	16/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Transport
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how much funding his Department made available for school transport for children with Special Educational Needs and Disabilities (SEND) in the academic years (a) 2017-18, (b) 2018-19, (c) 2019-20, (d) 2020-21 and (e) 2021-22.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	19611
	answer	answer is ministerial correction date of answer 21/06/2022 answer text <p>The government does not provide a specific amount to local authorities for spending on special educational needs and disabilities (SEND) transport. Funding for children’s services, including SEND transport, is part of the wider local government finance settlement, administered by the Department for Levelling Up, Housing and Communities. The department does hold Section 251 data which covers both national and local authority special educational needs transport expenditure. This is published on GOV.UK at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure/2020-21" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure/2020-21</a>.</p><p>The gross national expenditure for the 2017/18 financial year to the 2020/21 financial year can be found in the below table. Data for the 2021/22 financial year is not yet available.</p><p><strong>National Gross SEN Home to School Transport Expenditure, 2017-18 FY to 2020-21 FY (based on Section 251 outturn data)</strong></p><table><tbody><tr><td> </td><td>Pre-16</td><td>Post-16</td></tr><tr><td>2017/18</td><td>£662.4 million</td><td>£106.5 million</td></tr><tr><td>2018/19</td><td>£726.8 million</td><td>£126.6 million</td></tr><tr><td>2019/20</td><td>£823.0 million</td><td>£127.7 million</td></tr><tr><td>2020/21</td><td>£829.2 million</td><td>£130.2 million</td></tr></tbody></table> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 21/06/2022 12:56:25 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1471078

	registered interest
	date	16/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Coronavirus and Ventilation
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he plans to issue guidance to schools on undertaking work during the 2022 summer school holidays to (a) improve ventilation and (b) reduce the risk of covid-19 transmission.
	tabling member constituency	Portsmouth South
	tabling member printed	Stephen Morgan
	uin	19677
	answer	answer is ministerial correction date of answer 24/06/2022 answer text <p>Schools should always create a healthy indoor environment for occupants. This includes keeping spaces ventilated to reduce the concentration of pathogens in the air, such as COVID-19, and to manage indoor temperatures.</p><p>In 2017, the department published ‘Building Bulletin 101’, guidance for school design on ventilation, thermal comfort, and indoor air quality. This includes the World Health Organisation’s air quality guidelines and Air Quality Standards Regulations 2010 for indoor air quality. The full publication can be found here: <a href="https://www.gov.uk/government/consultations/ventilation-thermal-comfort-and-indoor-air-quality-in-schools" target="_blank">https://www.gov.uk/government/consultations/ventilation-thermal-comfort-and-indoor-air-quality-in-schools</a>.</p><p>When carrying out works to make building improvements, schools should use the environmental standards set out in the department's ‘Employer’s requirements Part A: General conditions’ guidance. The current version was updated recently and published in November 2021. This can be accessed here: <a href="https://www.gov.uk/government/publications/output-specification-generic-design-brief-and-technical-annexes" target="_blank">https://www.gov.uk/government/publications/output-specification-generic-design-brief-and-technical-annexes</a>.</p><p>The department has produced the ‘Good estate management for schools’ guidance, located on GOV.UK. The guidance provides education providers with resources and guidance on managing the estate, including reducing water and energy usage. More information can be found at: <a href="https://www.gov.uk/guidance/good-estate-management-for-schools/health-and-safety" target="_blank">https://www.gov.uk/guidance/good-estate-management-for-schools/health-and-safety</a></p><p>In the 2021/22 academic year, the department provided over 386,000 CO2 monitors to state-funded education providers, including early years, schools, and further education providers, backed by £25 million in government funding. The monitors enable staff to identify areas where ventilation needs to be improved and provide reassurance that existing ventilation measures are working, helping balance the need for good ventilation with keeping classrooms warm.</p><p>In January 2022, the government committed to fulfil all eligible applications for air cleaning units to state-funded education providers for poorly ventilated teaching spaces where quick fixes to improve ventilation are not possible. The latest delivery figures can be found at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/delivery-of-air-cleaning-units" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/delivery-of-air-cleaning-units</a>.</p><p>Maintaining adequate ventilation remains the responsibility of individual schools. The law says employers, including education and childcare providers, must make sure there is an adequate supply of fresh air in enclosed areas of the workplace. This has not changed during the COVID-19 pandemic. The Health and Safety Executive provides more information on this here: <a href="https://www.hse.gov.uk/ventilation/index.htm" target="_blank">https://www.hse.gov.uk/ventilation/index.htm</a>.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 24/06/2022 13:36:25 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4653 label Biography information for Stephen Morgan

1471125

	registered interest
	date	16/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Free Schools
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many free schools there are as of 16 June 2022; what assessment he has made of the effectiveness of the free schools programme; and if he will make a statement.
	tabling member constituency	Delyn
	tabling member printed	Rob Roberts
	uin	19719
	answer	answer is ministerial correction date of answer 22/06/2022 answer text <p>Education is a devolved matter, and the response outlines the information for England only.</p><p>There are 613 open free schools which, based on the latest Ofsted judgements, will create more than 155,000 good and outstanding school places for children when at full capacity. Mainstream primary and secondary free schools are more likely to be rated good or outstanding by Ofsted than state-funded mainstream schools nationally and all open 16 to 19 free schools with an Ofsted judgement are good or outstanding.</p><p>The free schools programme remains an important part of the department’s plan to level up standards and respond where there is need for more school places.</p><p>The department launched a further round of free school applications on 10 June 2022 covering mainstream, special, and alternative provision free schools. The mainstream wave is seeking to approve free schools where there is the greatest need for new school places, prioritising proposals in Education Investment Areas. This will include a targeted number of new academic 16 to 19 free schools to help talented children from disadvantaged backgrounds get to leading universities.</p><p>Further information on free school application rounds is available here: <a href="https://www.gov.uk/education/set-up-a-free-school" target="_blank">https://www.gov.uk/education/set-up-a-free-school</a>.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 22/06/2022 15:41:22 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4810 label Biography information for Mr Rob Roberts

1471126

	registered interest
	date	16/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Arts: Secondary Education
	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 introduce an arts premium to fund enrichment activities in secondary schools.
	tabling member constituency	Delyn
	tabling member printed	Rob Roberts
	uin	19720
	answer	answer is ministerial correction date of answer 21/06/2022 answer text <p>Education is a devolved matter, and the response outlines the information for England only.</p><p>The department is committed to high-quality education for all pupils, and the arts and music are integral to this. With the significant impact of COVID-19 on children’s learning, the department’s priorities have been to focus on education recovery in the recent Spending Review. The government remains committed to the ambitions in the Plan for Cultural Education published in 2013 and will give consideration for a future arts premium in due course.</p><p>In recognition of the merit of these subjects and how they contribute to a broad and balanced education in and out of school settings, the department will continue to invest around £115 million per annum in cultural education over the next three years, through music, arts, and heritage programmes.</p><p>The above funding is on top of core schools funding. The department has already committed to a real-terms per pupils increase in core schools funding, amounting to a £7 billion increase in the 2024/25 financial year compared with the 2021/22 financial year and nearly £5 billion in education recovery. This should support state-funded schools to provide a broad, ambitious curriculum, which includes cultural education and the arts.</p><p>The department has also committed to the publication of a Cultural Education Plan in 2023, working with the Department for Digital, Culture, Media and Sport and Arts Council England.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 21/06/2022 12:47:06 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4810 label Biography information for Mr Rob Roberts

1471195

	registered interest
	date	16/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education: Genito-urinary Medicine
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he plans to improve the current provision of education on sexual health.
	tabling member constituency	Kingston upon Hull North
	tabling member printed	Dame Diana Johnson
	uin	19589
	answer	answer is ministerial correction date of answer 24/06/2022 answer text <p>The introduction of compulsory relationships, sex, and health education (RSHE) in schools from September 2020 will increase young people’s knowledge in several areas of men's and women's health. The department is clear in its ‘Relationships and sex education and health education’ statutory guidance that pupils in secondary schools should be taught the facts and the law about sex, sexuality, and sexual health in an age-appropriate and inclusive way. This guidance is available here: <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 has given schools the flexibility to design the content of their curriculum to support their cohort of pupils and have signposted them to expert advice on reproductive health.</p><p>It is important that teachers have the confidence to teach RSHE effectively, including teaching about sexual health. To help schools with this, the department has published a range of online teacher training modules covering each of the key subject areas. The modules are available here: <a href="https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health" target="_blank">https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health</a>. The module on ‘Intimate and sexual relationships, including sexual health’ indicates that by the end of secondary school, pupils should know the facts about reproductive health, including fertility, and the potential impact of lifestyle on fertility for men and women.</p><p>In September 2020, the department also published non-statutory implementation guidance, ‘Plan your relationships, sex and health curriculum’, and funded the delivery of a train the trainer and peer support programme to schools from April 2020 to July 2021. The programme reached 4,800 schools.</p><p>The department has contracted with IFF Research to undertake a national survey of school leaders, RSHE leads and RSHE teachers, supported by qualitative research with school staff and pupils. The research will test whether schools are implementing the requirements with sufficient quality and help us to understand barriers and facilities to quality implementation, to inform any further support offers.</p><p> </p><p>Additionally, the Schools White Paper commits to further strengthening RSHE and Ofsted plans to undertake a review of personal development in schools, which includes RSHE. The report will be published later this year.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 24/06/2022 12:57:11 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	1533 label Biography information for Dame Diana Johnson

1471202

	registered interest
	date	16/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Clothing: Curriculum
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will make it his policy to include details of the global fashion industry and supply chains in the National Curriculum.
	tabling member constituency	Huddersfield
	tabling member printed	Mr Barry Sheerman
	uin	19566
	answer	answer is ministerial correction date of answer 24/06/2022 answer text <p>The department will not be making any changes to the national curriculum for the remainder of this Parliament to provide stability for schools, and enable them to remain focused on recovery from the COVID-19 pandemic and teaching the broad and rich curriculum.</p><p>Over the past decade, the department has reformed the national curriculum to set world-class standards across all subjects. Programmes of study are flexible enough for teachers to be able to add their own content – including taking account of new developments, societal changes, or topical issues, such as global fashion and supply chains – without there being a need for the department to review the national curriculum.</p><p>An example of this could be the teaching of textiles in design and technology (D&amp;T). D&amp;T is compulsory in state-maintained schools from key stage 1 to 3 and pupils in maintained schools also have an entitlement to study D&amp;T in key stage 4. The national curriculum is a framework, designed to give teachers the freedom and flexibility to go into greater depth and cover additional topics, such as details of the global fashion industry and supply chains, as they wish, according to the needs of their pupils. The use of textiles is encouraged in the D&amp;T programme of study, though this is non-statutory guidance.</p><p>The department believes it vital that young people are taught about global issues such as sustainability and climate change. Topics related to these are covered in the national curriculum, which are mandatory in all state-maintained school, such as the science and geography curricula and GCSEs. For example, secondary geography includes the study of the climate, how human and physical processes interact to influence and change landscapes, environments and the climate. Citizenship education, which has been a compulsory subject in maintained schools since 2002, also covers contents on global issues, such as the environment. Furthermore, the department introduced a new environmental science A level in 2017. This will enable pupils to study topics that will support their understanding of the global issues, such as climate change.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 24/06/2022 12:36:53 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	411 label Biography information for Mr Barry Sheerman

1470600

	registered interest
	date	15/06/2022
	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	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will take steps to integrate education on individual identity for young people into personal, social, health and economic education.
	tabling member constituency	York Central
	tabling member printed	Rachael Maskell
	uin	18956
	answer	answer is ministerial correction date of answer 24/06/2022 answer text <p>Schools must have regard to the relationships education and relationships and sex education and health education statutory guidance. This states that pupils should be taught the facts and the law about sex, sexuality, sexual health, and gender identity in an age-appropriate and inclusive way.</p><p>Schools have flexibility over how they deliver these subjects. They can develop an integrated approach that is sensitive to the needs and backgrounds of their pupils.</p><p>Schools should be a safe and welcoming space for all pupils, regardless of how they identify. The department understands this can be a difficult subject to address, and we will be working with the Equality and Human Rights Commission to develop guidance in this area.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 24/06/2022 13:29:43 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4471 label Biography information for Rachael Maskell

1470647

	registered interest
	date	15/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Broadband and Computers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent estimate he has made of the number of children in (a) Feltham and Heston constituency, (b) Hounslow, (c) London and (d) England without access (i) to broadband at home and (ii) to a computer at home to support their learning.
	tabling member constituency	Feltham and Heston
	tabling member printed	Seema Malhotra
	uin	18912
	answer	answer is ministerial correction date of answer 20/06/2022 answer text <p>A survey by Ofcom showed that during 2021, 94% of children (aged 0 to 17) in England had internet access and used it in the home, and figures for the UK show that almost half (47%) of children aged 3 to 17 used a laptop or netbook to go online, and 17% used a desktop. Use of more personal and portable devices was more common, with more than four in ten children (43%) saying they only used any device other than a laptop, netbook, or desktop to go online. The survey is available here: <a href="https://www.ofcom.org.uk/__data/assets/pdf_file/0024/234609/childrens-media-use-and-attitudes-report-2022.pdf" target="_blank">https://www.ofcom.org.uk/__data/assets/pdf_file/0024/234609/childrens-media-use-and-attitudes-report-2022.pdf</a>.</p><p>The department has data on the number of devices distributed to local authorities. However, we only know where devices were shipped. The devices distributed through the department are owned by schools, trusts, local authorities or further education (FE) providers who can lend these devices to children and young people who need them the most. The department does not have visibility of how devices move or how ownership was transferred after receipt.</p><p>10,272 devices were distributed to Hounslow local authority as part of the get help with technology scheme, including 9,685 laptops or tablets and 587 4G routers.</p><p>For all London constituencies, the total number of devices distributed was 354,493, including 334,075 laptops or tablets and 20,418 4G routers.</p><p>The department does not have data for the number of devices distributed to Feltham and Heston constituency.</p><p>The department has delivered over 1.95 million laptops and tablets to schools, trusts, local authorities and further education providers for disadvantaged children and young people as part of a £520 million government investment to support access to remote education and online social care services.</p><p>The department also provided support for over 130,000 families to get online through uplifts in mobile data and 4G wireless routers. This included partnering with the UK’s leading mobile operators to provide free data to help over 33,000 disadvantaged children get online and delivering over 100,000 4G wireless routers for pupils without connection at home. The government also provided funding to support schools and FE providers in providing internet access for disadvantaged pupils whose face-to-face education is disrupted due to COVID-19.</p><p>The get help with technology service is transitioning to provide further support to schools and colleges on meeting technology standards, including in relation to connectivity and devices. This is focused now on levelling up technology in schools and other education providers rather than in homes, but the support and funding already provided should give schools the flexibility to provide remote education support and can continue to be used in the longer term.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 18913 question first answered 20/06/2022 16:38:27 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4253 label Biography information for Seema Malhotra

1470648

	registered interest
	date	15/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Broadband and Computers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether his Department is taking steps to help schools give pupils from families with low incomes access to (a) broadband and (b) computers at home to support their learning.
	tabling member constituency	Feltham and Heston
	tabling member printed	Seema Malhotra
	uin	18913
	answer	answer is ministerial correction date of answer 20/06/2022 answer text <p>A survey by Ofcom showed that during 2021, 94% of children (aged 0 to 17) in England had internet access and used it in the home, and figures for the UK show that almost half (47%) of children aged 3 to 17 used a laptop or netbook to go online, and 17% used a desktop. Use of more personal and portable devices was more common, with more than four in ten children (43%) saying they only used any device other than a laptop, netbook, or desktop to go online. The survey is available here: <a href="https://www.ofcom.org.uk/__data/assets/pdf_file/0024/234609/childrens-media-use-and-attitudes-report-2022.pdf" target="_blank">https://www.ofcom.org.uk/__data/assets/pdf_file/0024/234609/childrens-media-use-and-attitudes-report-2022.pdf</a>.</p><p>The department has data on the number of devices distributed to local authorities. However, we only know where devices were shipped. The devices distributed through the department are owned by schools, trusts, local authorities or further education (FE) providers who can lend these devices to children and young people who need them the most. The department does not have visibility of how devices move or how ownership was transferred after receipt.</p><p>10,272 devices were distributed to Hounslow local authority as part of the get help with technology scheme, including 9,685 laptops or tablets and 587 4G routers.</p><p>For all London constituencies, the total number of devices distributed was 354,493, including 334,075 laptops or tablets and 20,418 4G routers.</p><p>The department does not have data for the number of devices distributed to Feltham and Heston constituency.</p><p>The department has delivered over 1.95 million laptops and tablets to schools, trusts, local authorities and further education providers for disadvantaged children and young people as part of a £520 million government investment to support access to remote education and online social care services.</p><p>The department also provided support for over 130,000 families to get online through uplifts in mobile data and 4G wireless routers. This included partnering with the UK’s leading mobile operators to provide free data to help over 33,000 disadvantaged children get online and delivering over 100,000 4G wireless routers for pupils without connection at home. The government also provided funding to support schools and FE providers in providing internet access for disadvantaged pupils whose face-to-face education is disrupted due to COVID-19.</p><p>The get help with technology service is transitioning to provide further support to schools and colleges on meeting technology standards, including in relation to connectivity and devices. This is focused now on levelling up technology in schools and other education providers rather than in homes, but the support and funding already provided should give schools the flexibility to provide remote education support and can continue to be used in the longer term.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 18912 question first answered 20/06/2022 16:38:27 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4253 label Biography information for Seema Malhotra

1470651

	registered interest
	date	15/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Per Capita Costs
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what was the average funding per pupil in mainstream schools in (a) Ipswich and (b) England in each of the last three years.
	tabling member constituency	Ipswich
	tabling member printed	Tom Hunt
	uin	18993
	answer	answer is ministerial correction date of answer 28/06/2022 answer text <p>This 2022/23 financial year, schools in the Ipswich constituency area are attracting an average of £5,089 per pupil through the schools national funding formula (NFF). This compares to a national average of £5,358 per pupil through the NFF.</p><p> </p><p>In the Autumn Budget and Spending Review 2021, a further national increase in the core schools budget of £1.6 billion in the 2022/23 financial year was announced. This has been allocated to schools through the schools supplementary grant (SSG). Schools in the constituency attracted an additional £149 per pupil on average in the 2022/23 financial year through the SSG, compared to a national average of £156. This is additional to the NFF figures set out above.</p><p> </p><p>In the 2021/22 financial year, schools in the Ipswich constituency area attracted an average of £4,944 per pupil through the NFF. The national average in 2021/22 was £5,212.</p><p> </p><p>In the 2020/21 financial year, schools attracted an average of £4,575 per pupil through the NFF, when the national average was £4,828 per pupil. These figures do not include the funding for the teachers’ pay grant and teachers’ pension employer contribution grant, which were allocated as separate grants in 2020/21. This funding was rolled into the NFF from 2021/22. Therefore, the 2021/22 and 2022/23 NFF figures cannot be directly compared to the 2020/21 figures.</p><p> </p><p>The constituency of Ipswich sees lower levels of funding per pupil than the national average. This is primarily due to the national average including schools in more expensive areas, such as London, that attract higher funding per pupil to reflect the higher costs they face. Schools in Ipswich also have a higher than average number of pupils per school. This means that they receive less than the average, per pupil, in respect of the school-led elements of the NFF that are provided at a fixed rate, such as the lump sum that each school is allocated.</p><p> </p><p>The above figures relate to the amount of funding allocated through the schools NFF. The actual amount of funding schools received may be different, as it is determined by the Suffolk local authority’s local funding formula for schools.</p><p>On top of this funding, pupil premium funding rates are increasing by 2.7% in the 2022/23 financial year, meaning that the per pupil funding rate will be the highest, in cash terms, since its introduction. For Ipswich, total pupil premium funding will increase to over £5.7 million in the 2022/23 financial year, from £5.3 million this year. This will ensure that this targeted investment continues to support the most disadvantaged children in our schools.</p><p> </p><p>In the 2022/23 financial year, the department will be allocating approximately £2,000 per pupil, for all pupils who have been eligible for free school meals at any point in the last six years (FSM6), through the NFF, the pupil premium and a 2022/23 school supplementary grant together.</p><p> </p><p>The department has also committed almost £5 billion for an ambitious, multi-year education recovery plan to support young people to catch up on missed learning and invest in what we know works: teacher training, evidence-based support, including tutoring and extra education opportunities. This includes the time-limited recovery premium grant providing over £300 million of additional funding for state-funded schools in the 2021/22 academic year and £1 billion across the 2022/23 and 2023/24 academic years.</p><p> </p><p>Ipswich has been selected at a Priority Education Investment Area (EIA). As a result, the department will offer intensive investment, in addition to the significant support available to all EIAs, so that we can drive improvement further and faster.</p><p>In all 55 EIAs, the department will be taking steps to support underperforming schools to make the necessary improvements, build trust capacity, support improved digital connectivity in the schools that need this most and offer the levelling up premium, worth up to £3,000 tax free, to eligible teachers. Our additional support to Priority EIAs includes a share of around £40 million of funding to address local needs, such as those acting as a barrier to improvement at primary and priority access to a number of other department programmes.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 28/06/2022 11:04:23 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4771 label Biography information for Tom Hunt

1470677

	registered interest
	date	15/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Email
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether his Department has issued recent guidance to schools on ensuring that information intended for parents and supplied over email is routinely made as accessible as possible to parents who (a) lack access to a desktop computer or tablet at home, (b) do not have English as a first language and (c) may experience other challenges in opening and reading attachments to emails.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	18884
	answer	answer is ministerial correction date of answer 23/06/2022 answer text <p>There is no specific guidance which covers information provided by schools to parents via email.</p><p>The school information regulations, which cover the information that maintained schools must publish on their website, require schools to provide parents with free paper copies of the information on their website if they request one. The regulations also require that, if appropriate, governing bodies must make available free copies of the information they are required to publish, in a language other than English, or as a Braille or audio tape version.</p><p>More broadly, the governance handbook states that governing bodies should also be able to demonstrate the methods used to communicate with and seek the views of parents, carers, and the local community, including disadvantaged families or those families where English is not the first language.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 23/06/2022 11:56:19 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1470680

	registered interest
	date	15/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Platinum Jubilee 2022
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many of the Platinum Jubilee books procured for schools to mark the occasion have (a) been earmarked for use as ministerial gifts, (b) been earmarked for delivery, or have been delivered, to schools, (c) were delivered to schools ahead of the half term holiday which included the Jubilee weekend, (d) have since been delivered to schools and (e) remain to be delivered to schools.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	18885
	answer	answer is ministerial correction date of answer 22/06/2022 answer text <p>The department is due to deliver over 4.6 million copies of 'Queen Elizabeth: A Platinum Jubilee Celebration' to schools in England and Northern Ireland. This represents 4,513,000 copies for schools in England, and 184,541 copies for schools in Northern Ireland.</p><p>The department has given 40 books as ministerial gifts. Between 16 May and 20 June 2022, 2,411,000 copies of the book were delivered to schools. 562,000 of these were delivered ahead of the Jubilee weekend. All books have been delivered to schools in Northern Ireland. There are approximately 2,389,000 books still to be delivered to schools in England by 11 July 2022.</p><p>The Scottish and Welsh Governments requested that the department run an opt-in process, giving their schools the choice of whether to order books. The number of books required is being finalised. They will be printed over the summer and delivered to schools in September.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 22/06/2022 15:49:59 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1470806

	registered interest
	date	15/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Faith Schools: Admissions
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he had made an assessment of the potential impact of religious selection on socioeconomic inclusion in schools.
	tabling member constituency	Bath
	tabling member printed	Wera Hobhouse
	uin	18969
	answer	answer is ministerial correction date of answer 24/06/2022 answer text <p>Church and faith schools represent a third of all state-funded schools. The department values the contribution that they make to a diverse school system.</p><p>Faith schools have played a longstanding and important role in our education system. Faith schools are popular with parents, with many being high-performing and are more likely to be rated good or outstanding by Ofsted than non-faith schools. New academies and free schools that have a faith designation must allow for a minimum of 50% of places to be allocated to children without reference to faith where the school is oversubscribed.</p><p>In 2018, the department published ‘Secondary school choice and selection: insights from new national preferences data’. The report found evidence that the smaller proportion of disadvantaged and minority ethnic pupils attending church schools compared to other schools was a result of a range of factors, including admissions oversubscription criteria, as well as parental preference.</p><p>The department expects all schools, including faith schools, to be open and inclusive. All schools, including faith schools, must ensure that their admission arrangements are fair and objective, and that the arrangements will not disadvantage unfairly a child from a particular social or racial group.</p><p>Many faith schools are oversubscribed, showing that parents value and want these schools. The department also understands that the ability to prioritise children of faith when oversubscribed is important to faith schools and we do not intend to change that.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 18970 question first answered 24/06/2022 13:18:26 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4602 label Biography information for Wera Hobhouse

1470807

	registered interest
	date	15/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Faith Schools: Admissions
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will make it his policy to reduce the number of school places offered on a faith basis.
	tabling member constituency	Bath
	tabling member printed	Wera Hobhouse
	uin	18970
	answer	answer is ministerial correction date of answer 24/06/2022 answer text <p>Church and faith schools represent a third of all state-funded schools. The department values the contribution that they make to a diverse school system.</p><p>Faith schools have played a longstanding and important role in our education system. Faith schools are popular with parents, with many being high-performing and are more likely to be rated good or outstanding by Ofsted than non-faith schools. New academies and free schools that have a faith designation must allow for a minimum of 50% of places to be allocated to children without reference to faith where the school is oversubscribed.</p><p>In 2018, the department published ‘Secondary school choice and selection: insights from new national preferences data’. The report found evidence that the smaller proportion of disadvantaged and minority ethnic pupils attending church schools compared to other schools was a result of a range of factors, including admissions oversubscription criteria, as well as parental preference.</p><p>The department expects all schools, including faith schools, to be open and inclusive. All schools, including faith schools, must ensure that their admission arrangements are fair and objective, and that the arrangements will not disadvantage unfairly a child from a particular social or racial group.</p><p>Many faith schools are oversubscribed, showing that parents value and want these schools. The department also understands that the ability to prioritise children of faith when oversubscribed is important to faith schools and we do not intend to change that.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 18969 question first answered 24/06/2022 13:18:26 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4602 label Biography information for Wera Hobhouse

1470173

	registered interest
	date	14/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Primary Education: South West
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will make an estimate of the average class size in primary schools in (a) North Swindon, (b) South Swindon, (c) Bournemouth East, (d) Bournemouth West, (e) Bristol East, (f) Bristol North West, (g) Bristol South, (h) Bristol West, (i) Exeter, (j) Filton and Bradley Stoke, (k) Kingswood and (l) Stroud constituency in (i) May 1997, (ii) May 2010, (iii) December 2019 and (iv) June 2022.
	tabling member constituency	Bristol North West
	tabling member printed	Darren Jones
	uin	18016
	answer	answer is ministerial correction date of answer 22/06/2022 answer text <p>The department does not hold figures on class sizes for dates throughout the year. Class size is collected annually on January school census day and regarded as a representative sample of class size. The attached tables give average primary and secondary school class sizes as of January 2019 and 2022 for schools in the constituencies listed. We do not hold the data at constituency level for 1997 or 2010.</p> answering member constituency Worcester answering member printed Mr Robin Walker attachment 1 file name 18016_primary_class_sizes.pdf title 18016_18017_table 2 file name 18017_secondary_class_sizes.pdf title 18016_17_table_2 grouped question UIN 18017 question first answered 22/06/2022 15:38:39 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4621 label Biography information for Darren Jones

1470174

	registered interest
	date	14/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Secondary Education: South West
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will make an estimate of the average class size in secondary schools in (a) North Swindon, (b) South Swindon, (c) Bournemouth East, (d) Bournemouth West, (e) Bristol East, (f) Bristol North West, (g) Bristol South, (h) Bristol West, (i) Exeter, (j) Filton and Bradley Stoke, (k) Kingswood and (l) Stroud constituency in (i) May 1997, (ii) May 2010, (iii) December 2019 and (iv) June 2022.
	tabling member constituency	Bristol North West
	tabling member printed	Darren Jones
	uin	18017
	answer	answer is ministerial correction date of answer 22/06/2022 answer text <p>The department does not hold figures on class sizes for dates throughout the year. Class size is collected annually on January school census day and regarded as a representative sample of class size. The attached tables give average primary and secondary school class sizes as of January 2019 and 2022 for schools in the constituencies listed. We do not hold the data at constituency level for 1997 or 2010.</p> answering member constituency Worcester answering member printed Mr Robin Walker attachment 1 file name 18016_primary_class_sizes.pdf title 18016_18017_table 2 file name 18017_secondary_class_sizes.pdf title 18016_17_table_2 grouped question UIN 18016 question first answered 22/06/2022 15:38:39 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4621 label Biography information for Darren Jones