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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

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

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

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