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1714140

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

1714142

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

1714144

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

1713823

	registered interest
	date	25/04/2024
	answering body	Ministry of Justice
	answering dept id	54
	answering dept short name	Justice
	answering dept sort name	Justice
	hansard heading	Convention on the International Protection of Adults and Mental Capacity
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Justice, whether his Department is taking steps to support people who have lasting power of attorney for an individual who has been assessed as lacking mental capacity with accessing funds held outside the UK; and if he will take steps to ratify the Hague Convention of 13 January 2000 on the International Protection of Adults.
	tabling member constituency	Brighton, Kemptown
	tabling member printed	Lloyd Russell-Moyle
	uin	23777
	answer	answer is ministerial correction date of answer 03/05/2024 answer text <p>There are existing ways in which a Property and Financial Affairs Lasting Power of Attorney (LPA) made in England and Wales under the Mental Capacity Act 2005 can be accepted abroad for the purpose of accessing funds. A certified copy of the LPA, signed off by a notary public with an apostille (a special sealed certificate) attached by the Foreign and Commonwealth Office provides one method. Alternatively, a translation of the LPA can be formally recognised by the appropriate court of the country in which funds are held.</p><p> </p><p>Although the UK has ratified the 2000 Hague Convention on the International Protection of Adults in respect of Scotland, we have not yet done so in relation to England and Wales or Northern Ireland. However, in respect of England and Wales, the majority of its provisions are contained in Schedule 3 of the Mental Capacity Act (MCA) 2005. Schedule 3 provides a framework for recognition and enforcement of ‘protective measures’ such as LPAs in the place of an individual’s habitual residence.</p><p> </p><p>We recognise the importance of ratifying the 2000 Hague Convention, as this will bring about international co‐operation to deal with the affairs of individuals across member states. We will progress this work when legislative time allows.</p> answering member constituency Finchley and Golders Green answering member printed Mike Freer question first answered 03/05/2024 12:02:19 answering member 4004 label Biography information for Mike Freer
	tabling member	4615 label Biography information for Lloyd Russell-Moyle

1713479

	registered interest
	date	24/04/2024
	answering body	Department for Energy Security and Net Zero
	answering dept id	215
	answering dept short name	Energy Security and Net Zero
	answering dept sort name	Energy Security and Net Zero
	hansard heading	Energy Performance Certificates
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Energy Security and Net Zero, what steps her Department is taking to improve EPC rating metrics to more accurately assess low-carbon heating systems.
	tabling member constituency	Brighton, Kemptown
	tabling member printed	Lloyd Russell-Moyle
	uin	23540
	answer	answer is ministerial correction date of answer 01/05/2024 answer text <p>As highlighted in the Powering up Britain document, the government is currently working on proposals for improving Energy Performance Certificate (EPC) metrics and intends to consult on these in the coming months. The proposals will consider the recommendations from the Independent Review of Net Zero and the 2023 Climate Change Committee report, including that new EPC metrics account for wider benefits from low-carbon heating. The government also has a continuing programme of user research to improve the way in which information is presented on EPCs.</p> answering member constituency Derby North answering member printed Amanda Solloway question first answered 01/05/2024 10:53:22 answering member 4372 label Biography information for Amanda Solloway
	tabling member	4615 label Biography information for Lloyd Russell-Moyle

1702430

	registered interest
	date	19/04/2024
	answering body	Home Office
	answering dept id	1
	answering dept short name	Home Office
	answering dept sort name	Home Office
	hansard heading	Undocumented Migrants: English Channel
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for the Home Department, how many people arriving in the UK aboard any floating structure have (a) had their phone confiscated by border force and (b) had their data digitally downloaded since 2022.
	tabling member constituency	Brighton, Kemptown
	tabling member printed	Lloyd Russell-Moyle
	uin	22779
	answer	answer is ministerial correction date of answer 26/04/2024 answer text <p>The Home Office are unable to provide the requested data. This is on the basis that it is operationally sensitive and not stored in an easily accessible format.</p><p>Border Force, Immigration Enforcement and police colleagues use every tool at their disposal to investigate and disrupt the people smuggling networks who facilitate dangerous crossings on such floating vessels and structures, including seizing and examining mobile phones which could assist with criminal investigations.</p> answering member constituency Mid Dorset and North Poole answering member printed Michael Tomlinson question first answered 26/04/2024 09:09:01 answering member 4497 label Biography information for Michael Tomlinson
	tabling member	4615 label Biography information for Lloyd Russell-Moyle

1702431

	registered interest
	date	19/04/2024
	answering body	Home Office
	answering dept id	1
	answering dept short name	Home Office
	answering dept sort name	Home Office
	hansard heading	Undocumented Migrants: English Channel
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for the Home Department, how many people arriving in the UK aboard any floating structure have been stopped under Schedule 7 Terrorism Act powers since the enactment of the Nationality and Borders Act 2022.
	tabling member constituency	Brighton, Kemptown
	tabling member printed	Lloyd Russell-Moyle
	uin	22780
	answer	answer is ministerial correction date of answer 29/04/2024 answer text <p>The Home Office publishes data covering the use of the powers under Schedule 7 to the Terrorism Act 2000 on a quarterly basis.</p><p>This data can be found via the following link: <a href="https://www.gov.uk/government/collections/operation-of-police-powers-under-the-terrorism-act-2000." target="_blank">https://www.gov.uk/government/collections/operation-of-police-powers-under-the-terrorism-act-2000.</a></p> answering member constituency Tonbridge and Malling answering member printed Tom Tugendhat question first answered 29/04/2024 16:08:13 answering member 4462 label Biography information for Tom Tugendhat
	tabling member	4615 label Biography information for Lloyd Russell-Moyle

1702432

	registered interest
	date	19/04/2024
	answering body	Home Office
	answering dept id	1
	answering dept short name	Home Office
	answering dept sort name	Home Office
	hansard heading	Undocumented Migrants: English Channel
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for the Home Department, how many people arriving in the UK aboard any floating structure who have been stopped under Schedule 7 Terrorism Act powers since the enactment of the Nationality and Borders Act 2022 have had a lawyer present during a stop.
	tabling member constituency	Brighton, Kemptown
	tabling member printed	Lloyd Russell-Moyle
	uin	22781
	answer	answer is ministerial correction date of answer 29/04/2024 answer text <p>The Home Office publishes data covering the use of powers under Schedule 7 to the Terrorism Act 2000 on a quarterly basis.</p><p>This data can be found via the following link: <a href="https://www.gov.uk/government/collections/operation-of-police-powers-under-the-terrorism-act-2000." target="_blank">https://www.gov.uk/government/collections/operation-of-police-powers-under-the-terrorism-act-2000. </a></p><p> </p> answering member constituency Tonbridge and Malling answering member printed Tom Tugendhat question first answered 29/04/2024 16:05:19 answering member 4462 label Biography information for Tom Tugendhat
	tabling member	4615 label Biography information for Lloyd Russell-Moyle

1702153

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

1702245

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