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1604964

	registered interest
	date	16/03/2023
	answering body	Foreign, Commonwealth and Development Office
	answering dept id	208
	answering dept short name	Foreign, Commonwealth and Development Office
	answering dept sort name	Foreign, Commonwealth and Development Office
	hansard heading	Israel: Diplomatic Service
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, what assessment he has made of the implications for his policies of reports of staff from the Consulate General in Jerusalem wearing t-shirts which erase Israel's existence at a marathon race event in Jerusalem on 10 March 2023.
	session	2022/23
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	167038
	answer	answer is ministerial correction date of answer 27/03/2023 answer text <p>There is no implication for UK policy. The UK's position is long-standing - we wish to see a viable two-state solution with Israelis and Palestinians living side by side in peace, prosperity and security.</p> answering member constituency Macclesfield answering member printed David Rutley question first answered 27/03/2023 11:33:52 answering member 4033 label Biography information for David Rutley
	tabling member	298 label Biography information for Steve McCabe

1416324

	registered interest
	date	25/01/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Faith Schools: Children in Care
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will amend the School Admissions Code to ensure that faith schools give priority to (a) looked after and (b) previously looked after children when considering applications.
	session	2021/22
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	111481
	answer	answer is ministerial correction date of answer 01/02/2022 answer text <p>Schools designated by my right hon. Friend, the Secretary of State for Education, as having a religious character (more commonly known as faith schools) may use faith-based oversubscription criteria and allocate places by reference to faith where the school is oversubscribed. As with all other publicly funded mainstream schools, faith schools must offer every child who applies, whether of the faith, another faith or no faith, a place at the school if there are places available.</p><p>The School Admissions Code already requires admission authorities of all mainstream schools to give priority in their oversubscription criteria to looked after children and previously looked after children.</p><p>Where a faith school adopts faith-based oversubscription criteria, they must, as a minimum, give priority to all looked after children and previously looked after children of the faith, before giving priority to other children of the faith.</p><p>Where any element of priority is given in relation to children not of the faith, they must first give priority to looked after children and previously looked after children not of the faith above other children not of the faith.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 01/02/2022 16:10:34 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	298 label Biography information for Steve McCabe

1439337

	registered interest
	date	09/03/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Primary Education: Assessments
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment has been made of the potential merits of a profession-led review of the assessment system used in primary schools.
	session	2021/22
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	137239
	answer	answer is ministerial correction date of answer 17/03/2022 answer text <p>In 2017, the government carried out a consultation into primary assessment in England, with the aim of creating a settled policy in this area. 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.</p><p>The department is now reaching the end of the programme of reform to the current primary assessment system that arose as a result. As such, the department has no current plans to undertake further major reform.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 17/03/2022 13:06:25 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	298 label Biography information for Steve McCabe

1439338

	registered interest
	date	09/03/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Primary Education: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, in the context of the impact of the covid-19 outbreak on primary education, whether his Department has made an assessment of the appropriateness of the (a) phonics screening check in year 1, (b) autumn term phonics screening check in year 2, (c) key stage 1 SATs in year 2, (d) multiplication tables check in year 4 and (e) key stage 2 SATs in year 6 as a form of assessment.
	session	2021/22
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	137240
	answer	answer is ministerial correction date of answer 17/03/2022 answer text <p>The department is taking forward a full programme of primary assessments to take place in the 2021/22 academic year. The assessments will help parents, schools, and the department to understand more clearly the impact of the pandemic on pupils, and how this varies between particular groups of pupils (for example, disadvantaged pupils), schools, and local authority areas.</p><p>At a local level, the data will provide vital information to parents about their child’s attainment, support transition to secondary schools, and identify where additional support is best targeted to individuals. At a national level, the data will help inform policy decisions about support for schools, enable analysis to underpin education recovery initiatives and understand their effectiveness, and to track system progress as we emerge from the pandemic.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 17/03/2022 14:08:29 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	298 label Biography information for Steve McCabe

1457766

	registered interest
	date	14/04/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	GCSE: West Midlands
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what support his Department plans to provide to schools in the West Midlands to help close the GCSE attainment gap with London as part of the Government white paper, Opportunity for all: strong schools with great teachers for your child.
	session	2021/22
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	153721
	answer	answer is ministerial correction date of answer 26/04/2022 answer text <p>Between 2011 and 2019, the attainment gap between disadvantaged children and their more advantaged peers narrowed 13% at key stage 2 and 9% at key stage 4. However, the department is aware that even before the pandemic there was still further to go. The department recognises the attainment gap that persists between vulnerable and disadvantaged pupils compared to their peers. The Schools White Paper sets out the department’s long-term vision for a school system that helps every child to fulfil their potential by ensuring that they receive the right support, in the right place, at the right time – founded on achieving world-class literacy and numeracy.</p><p>The Schools White Paper sets out two ambitions for 2030:</p><ul><li>90% of primary school children will achieve the expected standard in reading, writing and maths, and the percentage of children meeting the expected standard in the worst performing areas will have increased by a third.</li><li>In secondary schools, the national GCSE average grade in both English language and in maths will increase from 4.5 in 2019 to 5 by 2030.</li></ul><p><br>The department aims to build capacity where it is needed most, and the government’s Levelling Up White Paper identified 55 Education Investment Areas (EIAs), where efforts will focus on driving school improvement. This includes building trust capacity, using part of the £86 million the department has committed to investing in trust capacity over the next three years. Additionally, schools in EIAs that have been judged less than Good in two or more successive Ofsted inspections could be moved into strong trusts to help drive up standards. The department is currently consulting on plans to support schools not making necessary improvements. Additionally, the Levelling Up premium, worth up to £3,000 tax-free for eligible teachers working in disadvantaged schools, including in EIAs, will be used to tackle staffing issues. EIAs include one-third of local authorities in England where educational attainment is currently weakest, and there are five EIAs in the West Midlands.</p><p>More recently, in the Schools White Paper, the department announced a subset of 24 Priority EIAs, where more intensive investment and support will be provided to address entrenched underperformance. This includes Sandwell, Stoke-on-Trent, and Walsall which were selected due to particularly low attainment and high rates of disadvantage. Priority EIAs will have access to a share of approximately £40 million to address specific local needs with bespoke interventions, a multi academy trust CEO development programme and comprehensive support for digital connectivity through Connect the Classroom. They will also have priority access to other Department for Education programmes, such as bids for new free schools.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 153722 question first answered 26/04/2022 11:52:40 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	298 label Biography information for Steve McCabe

1457767

	registered interest
	date	14/04/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	GCSE: West Midlands
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, with reference to his Department's research paper entitled Infographics for GCSEs, 2021, published on 12 August 2021, what assessment he has made of the implications for his policies of the data showing that 63.8 per cent of pupils in the West Midlands achieved grades 4 or C and above in 2019 while 70.6 per cent of pupils in London achieved those grades that year.
	session	2021/22
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	153722
	answer	answer is ministerial correction date of answer 26/04/2022 answer text <p>Between 2011 and 2019, the attainment gap between disadvantaged children and their more advantaged peers narrowed 13% at key stage 2 and 9% at key stage 4. However, the department is aware that even before the pandemic there was still further to go. The department recognises the attainment gap that persists between vulnerable and disadvantaged pupils compared to their peers. The Schools White Paper sets out the department’s long-term vision for a school system that helps every child to fulfil their potential by ensuring that they receive the right support, in the right place, at the right time – founded on achieving world-class literacy and numeracy.</p><p>The Schools White Paper sets out two ambitions for 2030:</p><ul><li>90% of primary school children will achieve the expected standard in reading, writing and maths, and the percentage of children meeting the expected standard in the worst performing areas will have increased by a third.</li><li>In secondary schools, the national GCSE average grade in both English language and in maths will increase from 4.5 in 2019 to 5 by 2030.</li></ul><p><br>The department aims to build capacity where it is needed most, and the government’s Levelling Up White Paper identified 55 Education Investment Areas (EIAs), where efforts will focus on driving school improvement. This includes building trust capacity, using part of the £86 million the department has committed to investing in trust capacity over the next three years. Additionally, schools in EIAs that have been judged less than Good in two or more successive Ofsted inspections could be moved into strong trusts to help drive up standards. The department is currently consulting on plans to support schools not making necessary improvements. Additionally, the Levelling Up premium, worth up to £3,000 tax-free for eligible teachers working in disadvantaged schools, including in EIAs, will be used to tackle staffing issues. EIAs include one-third of local authorities in England where educational attainment is currently weakest, and there are five EIAs in the West Midlands.</p><p>More recently, in the Schools White Paper, the department announced a subset of 24 Priority EIAs, where more intensive investment and support will be provided to address entrenched underperformance. This includes Sandwell, Stoke-on-Trent, and Walsall which were selected due to particularly low attainment and high rates of disadvantage. Priority EIAs will have access to a share of approximately £40 million to address specific local needs with bespoke interventions, a multi academy trust CEO development programme and comprehensive support for digital connectivity through Connect the Classroom. They will also have priority access to other Department for Education programmes, such as bids for new free schools.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 153721 question first answered 26/04/2022 11:52:40 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	298 label Biography information for Steve McCabe

1457768

	registered interest
	date	14/04/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Finance
	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 potential impact of projected inflation rates on real-terms funding for schools.
	session	2021/22
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	153723
	answer	answer is ministerial correction date of answer 25/04/2022 answer text <p>This government continues to deliver year on year, real terms per pupil increases to school funding, with the total core school budget increasing to £56.8 billion by 2024/25, a £7 billion cash increase, compared with 2021/22.</p><p>Future increases in funding have been frontloaded to rapidly get money to schools, so that in 2022/23 alone core schools funding will increase by £4 billion compared to 2021/22. This means that the total funding allocated to schools and high needs will see a 7% cash terms per pupil boost in 2022/23, compared to 2021/22. As part of this investment, mainstream school funding for 5-16 year olds is increasing by £2.5 billion in 2022/23, compared to this year. This is equivalent to an average 5.8% cash increase per pupil.</p><p>More information on school revenue funding from 2010/2011 through to 2022/2023, including the department’s latest statistical release from January 2022, is available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-funding-statistics" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-funding-statistics</a>.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 25/04/2022 16:30:21 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	298 label Biography information for Steve McCabe

1458329

	registered interest
	date	19/04/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Inspections
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many schools inspected between March 2020 and March 2022 were rated as inadequate by OFTSED.
	session	2021/22
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	155568
	answer	answer is ministerial correction date of answer 26/04/2022 answer text <p>These are matters for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to you directly and a copy of her reply will be placed in the Libraries of both Houses.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 155569 155570 question first answered 26/04/2022 15:41:29 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	298 label Biography information for Steve McCabe

1458330

	registered interest
	date	19/04/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Birmingham
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many schools in Birmingham inspected between March 2020 and March 2022 were rated as inadequate by OFSTED.
	session	2021/22
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	155569
	answer	answer is ministerial correction date of answer 26/04/2022 answer text <p>These are matters for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to you directly and a copy of her reply will be placed in the Libraries of both Houses.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 155568 155570 question first answered 26/04/2022 15:41:29 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	298 label Biography information for Steve McCabe

1458331

	registered interest
	date	19/04/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Inspections
	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) extent to and (b) method by which the impact of the covid-19 outbreak has been factored in by OFSTED when conducting schools inspections.
	session	2021/22
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	155570
	answer	answer is ministerial correction date of answer 26/04/2022 answer text <p>These are matters for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to you directly and a copy of her reply will be placed in the Libraries of both Houses.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 155568 155569 question first answered 26/04/2022 15:41:29 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	298 label Biography information for Steve McCabe