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1421182

	human indexable
	published
	registered interest
	answer date	21/02/2022
	date	09/02/2022
	date tabled	09/02/2022
	ddp created	09/02/2022 19:33:41
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	09/02/2022 19:37:25 28/02/2022 15:48:15
	hansard heading	National Tutoring Programme
	house id	1
	identifier	121731
	legislature	25259
	parliament number	58
	question first answered	21/02/2022 16:07:28
	question first ministerially corrected	28/02/2022 15:16:44
	question text	To ask the Secretary of State for Education, if his Department will exercise the right set out in the National Tutoring Programme contract with Randstad to require additional granularity in the breakdown of tutoring packages delivered by region; and if he will make a statement.
	session	2021/22
	session number	2
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	title	House of Commons Tabled Parliamentary Question 2021/22 121731
	type	WrittenParliamentaryQuestion
	uin	121731
	version	1
	written parliamentary question type	NamedDay
	answer	answer answer text <p>The department will continue to monitor and take targeted action in areas with low levels of tutoring. A second application round for tutoring organisations in November was designed to increase capacity in these areas. These organisations are now in post and active, focused on increasing capacity and delivery in these areas from January 2022. For example, in the North East there were previously three accredited tutoring organisations, this has <ins class="ministerial">increased to nine</ins> <del class="ministerial">doubled to six</del>, making tutoring far more accessible to schools and increasing capacity. Randstad has bespoke communication plans for each region, the department continues to refine these with Randstad so that all useful channels, including local press, are fully engaged.</p><p>National participation data has been published for the first term of this year; the department has committed to publish participation data on a regular basis to explain the programme's progress. Regional delivery is reviewed regularly for operational purposes and to ensure supply is available where it is needed, and the department is considering the practicalities of publishing regional data.</p><p> </p>
	creator	4046 label Biography information for Bridget Phillipson
	publisher	25259
	tabling member	4046 label Biography information for Bridget Phillipson

1421183

	human indexable
	published
	registered interest
	answer date	21/02/2022
	date	09/02/2022
	date tabled	09/02/2022
	ddp created	09/02/2022 19:33:44
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	10/02/2022 10:55:14 28/02/2022 15:48:12
	hansard heading	National Tutoring Programme
	house id	1
	identifier	121732
	legislature	25259
	parliament number	58
	question first answered	21/02/2022 16:07:28
	question first ministerially corrected	28/02/2022 15:16:52
	question text	To ask the Secretary of State for Education, with reference to the National Tutoring Programme contract with Randstad, whether the current breakdown of tutoring packages reflects the minimum requirements in the contract for tutoring packages to be delivered as set out, that is (a) South East five per cent; (b) London eight per cent; (c) North West seven per cent; (d) East of England four per cent; (e) West Midlands six per cent; (f) South West three per cent; (g) Yorkshire & the Humber five per cent; (h) East Midlands four per cent and (i) North East 3 per cent.
	session	2021/22
	session number	2
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	title	House of Commons Tabled Parliamentary Question 2021/22 121732
	type	WrittenParliamentaryQuestion
	uin	121732
	version	2
	written parliamentary question type	NamedDay
	answer	answer answer text <p>The department will continue to monitor and take targeted action in areas with low levels of tutoring. A second application round for tutoring organisations in November was designed to increase capacity in these areas. These organisations are now in post and active, focused on increasing capacity and delivery in these areas from January 2022. For example, in the North East there were previously three accredited tutoring organisations, this has <ins class="ministerial">increased to nine</ins> <del class="ministerial">doubled to six</del>, making tutoring far more accessible to schools and increasing capacity. Randstad has bespoke communication plans for each region, the department continues to refine these with Randstad so that all useful channels, including local press, are fully engaged.</p><p>National participation data has been published for the first term of this year; the department has committed to publish participation data on a regular basis to explain the programme's progress. Regional delivery is reviewed regularly for operational purposes and to ensure supply is available where it is needed, and the department is considering the practicalities of publishing regional data.</p><p> </p>
	creator	4046 label Biography information for Bridget Phillipson
	publisher	25259
	tabling member	4046 label Biography information for Bridget Phillipson

1672378

	human indexable
	published
	registered interest
	answer date	27/11/2023
	date	22/11/2023
	date tabled	22/11/2023
	ddp created	22/11/2023 19:59:12
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	22/11/2023 20:17:40 26/03/2024 17:12:07
	hansard heading	Special Educational Needs: Standards
	house id	1
	identifier	3387
	legislature	25259
	parliament number	58
	question first answered	27/11/2023 17:55:06
	question first ministerially corrected	26/03/2024 16:40:15
	question text	To ask the Secretary of State for Education, what steps her Department is taking to ensure equitable standards of SEND provision in (a) urban and (b) rural communities.
	session	2023/24
	session number	4
	tabling member constituency	West Lancashire
	tabling member printed	Ashley Dalton
	title	House of Commons Tabled Parliamentary Question 2023/24 3387
	type	WrittenParliamentaryQuestion
	uin	3387
	version	1
	written parliamentary question type	NamedDay
	answer	answer answer text <p>In the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan, published in March 2023, the department set out plans to build a consistent national SEND and AP system which parents and carers can trust, easily navigate, and have confidence in, whether they live in an urban or rural area.</p><p>The foundation for the new nationally consistent SEND and AP system will be new evidenced-based National Standards for early and accurate identification of need, and timely access to support to meet those needs. The standards will include clarifying the types of support that should be ordinarily available in mainstream settings and who is responsible for securing the support.</p><p>This will help families, practitioners and providers understand what support every child or young person should be receiving from early years through to further education, no matter where they live or what their needs are. By the end of 2025 the department will publish a significant proportion of the National Standards.</p><p>New local SEND and AP partnerships will support this work by bringing together Education, Health and Care partners with local government to produce evidence-based Local Area Inclusion Plans setting out how to meet the needs of children and young people with SEND and in AP in the local area, in line with National Standards.</p><p>The department is testing and refining reforms through the £70 million Change Programme to collect evidence about what works for children and young people with SEND and their families at a local level. The department is working with 32 local authorities and their local areas in each of the nine regions. To form a <ins class="ministerial">Change Programme Partnership</ins><del class="ministerial">Child Protection Plan</del>, in the majority of cases, a lead local authority will work in partnership with up to three neighbouring local authorities which will ensure impact is spread across a range of local areas, with differing levels of performance and demographics.</p>
	creator	4981 label Biography information for Ashley Dalton
	publisher	25259
	tabling member	4981 label Biography information for Ashley Dalton

1505553

	human indexable
	published
	registered interest
	answer date	08/09/2022
	date	06/09/2022
	date tabled	06/09/2022
	ddp created	06/09/2022 18:40:34
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	06/09/2022 18:59:30 17/10/2022 09:34:18
	hansard heading	Languages: Education
	house id	1
	identifier	48198
	legislature	25259
	parliament number	58
	question first answered	21/09/2022 17:23:22
	question first ministerially corrected	17/10/2022 09:03:46
	question text	To ask the Secretary of State for Education, how much his Department spent on teaching (a) Punjabi, (b) Bengali, (c) Hindi, (d) Gujarati, (e) Urdu, (f) Sinhalese, (g) Tamil, (h) Pashto and (i) Dari in schools in England in each of the last five years; and if he will make a statement.
	session	2022/23
	session number	3
	tabling member constituency	Harrow West
	tabling member printed	Gareth Thomas
	title	House of Commons Tabled Parliamentary Question 2022/23 48198
	type	WrittenParliamentaryQuestion
	uin	48198
	version	1
	written parliamentary question type	Ordinary
	answer	answer answer text <p>Awarding organisations offering GCSEs and A levels are independent, <ins class="ministerial">and mostly</ins> not-for-profit organisations<ins class="ministerial">, with the exception of Pearson Edexcel which is profit making</ins>. They are not contracted to provide assessments for pupils in particular subjects. AQA offer a GCSE and A level qualification in Punjabi and Bengali, as well as a GCSE in Urdu. Pearson Edexcel offer a GCSE and A level qualification in Gujarati and Urdu and International GCSEs (IGCSEs) in Bengali, Hindi, Sinhalese, and Tamil. Cambridge International offer an A level in Hindi, Urdu, and Tamil. There are no qualifications available in Pashto or Dari. Awarding organisations are free to introduce qualifications in any GCSE or A level subject where they consider there to be a case to do so.</p><p>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 or how to teach them.</p><p>There has been no funding provided directly for the teaching of Punjabi, Bengali, Hindi, Gujarati, Urdu, Sinhalese, Tamil, Pashto and Dari within the previous five years. However, the department has committed to establishing a network of language hubs, as per the Schools White Paper, and are considering ways in which we can support home, heritage and community languages as part of this.</p>
	creator	177 label Biography information for Gareth Thomas
	publisher	25259
	tabling member	177 label Biography information for Gareth Thomas

1487012

	human indexable
	published
	registered interest
	answer date	11/07/2022
	date	06/07/2022
	date tabled	06/07/2022
	ddp created	06/07/2022 19:07:35
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	06/07/2022 19:21:46 17/08/2022 10:02:12
	hansard heading	Higher Education: Admissions
	house id	1
	identifier	31811
	legislature	25259
	parliament number	58
	question first answered	19/07/2022 16:56:27
	question first ministerially corrected	17/08/2022 09:30:59
	question text	To ask the Secretary of State for Education, whether UCAS plans to analyse its data to track young people who (a) receive lower A Level grades in the 2021-22 academic year than predicted as a result of their academic performance having been adversely affected by lockdown and other restrictions introduced to prevent the spread of covid-19 during 2020 and 2021 and (b) will consequently be without any Higher Education place at the end of the 2022 admission round; what discussions she has had with UCAS on steps to take to support young people in that position; and if she will make a statement.
	session	2022/23
	session number	3
	tabling member constituency	Brighton, Pavilion
	tabling member printed	Caroline Lucas
	title	House of Commons Tabled Parliamentary Question 2022/23 31811
	type	WrittenParliamentaryQuestion
	uin	31811
	version	1
	written parliamentary question type	NamedDay
	answer	answer answer text <p>The Universities and Colleges Admissions Service (UCAS) operates as an independent charity and is separate from the government. The department will continue to work closely with UCAS, schools, colleges, awarding organisations, and the higher education (HE) sector to support the 2022 intake of students, so they can go on to their next step in life, whether that is university, further training, or work.</p><p>In November 2021, my right hon. Friend, the former Minister for Higher and Further Education, wrote to Vice Chancellors to recognise the hard work and dedication that the sector has shown to students throughout the 2021 and 2022 admissions cycles. The former Minister asked that additional resilience is built into strategies for the 2022 HE admissions cycle. HE sector bodies were engaged through the HE Taskforce to commend them on their efforts to date and to ask that they continue to put students first.</p><p>In June 2022, UCAS reported that 281,500 UK 18-year-olds were holding a firm offer, up 7,000 on last year and the highest on record. UCAS expect more students than in previous years to gain a place at their firm choice institution. It expects that on A level and T Level Results Day<del class="ministerial"> around 80%</del> <ins class="ministerial">the majority </ins>of students are likely to be confirmed at their firm choice. However, it is important to note that the exact numbers will not be known until 18 August, A level and T Level Results Day.</p><p>If students do not get the required grades, their preferred HE provider may still offer them a place. In the first instance, students are encouraged to talk to their school or college, or to their preferred university, who may be able to offer some flexibility. Students can also seek advice from the Exam Results Helpline run by the National Careers Service. UCAS will help thousands of students to find places through Clearing or explore other options once they have received their grades and predict that over 30,000<del class="ministerial"> places</del> <ins class="ministerial">courses </ins>will be available. Last year, 56,225 students (10%) entered university via Clearing.</p><p>While HE opens many doors for those who study at this level, it is by no means the right option for everyone, including those with the highest grades. There are multiple options for students to progress, including HE but also traineeships, T Levels, apprenticeships, the Kickstart scheme, and higher technical qualifications.</p>
	creator	3930 label Biography information for Caroline Lucas
	publisher	25259
	tabling member	3930 label Biography information for Caroline Lucas

1487013

	human indexable
	published
	registered interest
	answer date	11/07/2022
	date	06/07/2022
	date tabled	06/07/2022
	ddp created	06/07/2022 19:07:38
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	06/07/2022 19:21:48 17/08/2022 10:03:11
	hansard heading	Higher Education: Admissions
	house id	1
	identifier	31812
	legislature	25259
	parliament number	58
	question first answered	19/07/2022 16:56:27
	question first ministerially corrected	17/08/2022 09:31:12
	question text	To ask the Secretary of State for Education, whether she has made an estimate of how the number of finally unplaced young people at the end of the 2022 university admission round will compare to years prior to the covid-19 outbreak; if she will make it her policy to (a) fund additional and specific careers guidance and pastoral support, (b) make available an additional year of full further education funding, (c) provide additional access provision in Higher Education and (d) undertake any other measures needed to support young people in that position; and if she will make a statement.
	session	2022/23
	session number	3
	tabling member constituency	Brighton, Pavilion
	tabling member printed	Caroline Lucas
	title	House of Commons Tabled Parliamentary Question 2022/23 31812
	type	WrittenParliamentaryQuestion
	uin	31812
	version	1
	written parliamentary question type	NamedDay
	answer	answer answer text <p>The Universities and Colleges Admissions Service (UCAS) operates as an independent charity and is separate from the government. The department will continue to work closely with UCAS, schools, colleges, awarding organisations, and the higher education (HE) sector to support the 2022 intake of students, so they can go on to their next step in life, whether that is university, further training, or work.</p><p>In November 2021, my right hon. Friend, the former Minister for Higher and Further Education, wrote to Vice Chancellors to recognise the hard work and dedication that the sector has shown to students throughout the 2021 and 2022 admissions cycles. The former Minister asked that additional resilience is built into strategies for the 2022 HE admissions cycle. HE sector bodies were engaged through the HE Taskforce to commend them on their efforts to date and to ask that they continue to put students first.</p><p>In June 2022, UCAS reported that 281,500 UK 18-year-olds were holding a firm offer, up 7,000 on last year and the highest on record. UCAS expect more students than in previous years to gain a place at their firm choice institution. It expects that on A level and T Level Results Day<del class="ministerial"> around 80%</del> <ins class="ministerial">the majority </ins>of students are likely to be confirmed at their firm choice. However, it is important to note that the exact numbers will not be known until 18 August, A level and T Level Results Day.</p><p>If students do not get the required grades, their preferred HE provider may still offer them a place. In the first instance, students are encouraged to talk to their school or college, or to their preferred university, who may be able to offer some flexibility. Students can also seek advice from the Exam Results Helpline run by the National Careers Service. UCAS will help thousands of students to find places through Clearing or explore other options once they have received their grades and predict that over 30,000<del class="ministerial"> places</del> <ins class="ministerial">courses </ins>will be available. Last year, 56,225 students (10%) entered university via Clearing.</p><p>While HE opens many doors for those who study at this level, it is by no means the right option for everyone, including those with the highest grades. There are multiple options for students to progress, including HE but also traineeships, T Levels, apprenticeships, the Kickstart scheme, and higher technical qualifications.</p>
	creator	3930 label Biography information for Caroline Lucas
	publisher	25259
	tabling member	3930 label Biography information for Caroline Lucas

1550079

	human indexable
	published
	registered interest
	answer date	14/12/2022
	date	08/12/2022
	date tabled	08/12/2022
	ddp created	08/12/2022 18:05:39
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	08/12/2022 18:31:20 30/12/2022 10:59:11
	hansard heading	Overseas Students: Ukraine
	house id	1
	identifier	106534
	legislature	25259
	parliament number	58
	question first answered	19/12/2022 12:35:35
	question first ministerially corrected	30/12/2022 10:27:41
	question text	To ask the Secretary of State for Education, what recent discussions she has had with Cabinet colleagues on supporting Ukrainian students studying full-time at Ukrainian institutions remotely from the UK.
	session	2022/23
	session number	3
	tabling member constituency	Wirral West
	tabling member printed	Margaret Greenwood
	title	House of Commons Tabled Parliamentary Question 2022/23 106534
	type	WrittenParliamentaryQuestion
	uin	106534
	version	1
	written parliamentary question type	NamedDay
	answer	answer answer text <p><del class="ministerial">The department has worked alongside colleagues at the Home Office to explore what support can be made available for both Ukrainian students continuing their study remotely from the UK, and those studying at UK institutions.</del></p><p>Universities in Ukraine are striving to maintain the education of their students under extremely challenging conditions. This includes through the provision of online distance learning for students enrolled at Ukrainian universities who now live in another country, including in the UK. The department encourages these students to speak with their education provider in Ukraine to understand what support is available for them to continue their studies at their Ukrainian provider. This includes those studying through the UK twinning programme, of which the government announced funding to support in June 2022. Information about this can be found here: <a href="https://www.gov.uk/government/news/new-uk-package-offers-a-lifeline-to-ukrainian-researchers-and-entrepreneurs" target="_blank">https://www.gov.uk/government/news/new-uk-package-offers-a-lifeline-to-ukrainian-researchers-and-entrepreneurs</a>. The programme provides support to Ukrainian universities by establishing partnerships with those in the UK.</p><p>Student finance is available only for eligible students studying a course provided predominantly in the UK by a UK higher education provider, including Ukrainian students who have enrolled at UK universities. In England, those studying via distance learning are, in general, not eligible to receive student loans to cover maintenance costs. This is also the case for Ukrainian students in England, who are studying via distance learning.</p><p>The department does not hold data on the number of Ukrainians who are studying online at Ukrainian institutions via distance learning in the UK.</p>
	creator	4400 label Biography information for Margaret Greenwood
	publisher	25259
	tabling member	4400 label Biography information for Margaret Greenwood

1658153

	human indexable
	published
	registered interest
	answer date	07/09/2023
	date	05/09/2023
	date tabled	05/09/2023
	ddp created	05/09/2023 18:57:52
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	05/09/2023 19:17:59 16/10/2023 14:12:53
	hansard heading	Nurseries: Buildings
	house id	1
	identifier	197808
	legislature	25259
	parliament number	58
	question first answered	19/09/2023 15:09:59
	question first ministerially corrected	16/10/2023 13:42:11
	question text	To ask the Secretary of State for Education, whether she has plans to assess maintained nurseries for risks associated with reinforced autoclaved aerated concrete.
	session	2022/23
	session number	3
	tabling member constituency	York Central
	tabling member printed	Rachael Maskell
	title	House of Commons Tabled Parliamentary Question 2022/23 197808
	type	WrittenParliamentaryQuestion
	uin	197808
	version	1
	written parliamentary question type	Ordinary
	answer	answer answer text <p><ins class="ministerial">Nothing is more important than the safety of children and staff, and it has always been the case that where the Department is made aware a building may pose an immediate risk, immediate action is taken. The Department knows how important it is for young people to be in classrooms with their friends and teachers, but their safety must come first. </ins></p><p><ins class="ministerial">The Department has been talking to schools about the potential risks of RAAC since 2018 when it first published a warning note with the Local Government Association. The Office of Government Property wrote to all Government Property Leaders in 2019, and again in September 2022, highlighting safety alerts on RAAC and signposting guidance on identification and remediation. The Government also created a cross-Government working group on RAAC this year to collectively address the issue. Since then, Departments have been surveying properties and depending on the assessment of the RAAC, decided to either continue or monitor the structure, reinforce it, or replace it. This is in line with the approach recommended by the Institution of Structural Engineers. </ins></p><p><ins class="ministerial">The Department discovered details of three new cases over the summer, where RAAC that would have been graded as non-critical had failed. The first of these was in a commercial setting. The second was in a school in a different educational jurisdiction. It was right to carefully consider the cases and scrutinise the technical details from these. Departmental technical officials were able to investigate the situation in one case where the plank that had failed was fully intact as it was resting on a steel beam after it failed. They concluded that it would previously been rated non-critical. Ministers were carefully considering the first two cases and advice from officials when a third failure of a panel occurred, at a school in late August. The Department’s technical officials also visited this school to investigate the failure.</ins></p><p><ins class="ministerial">In light of all three cases, it was right to make the difficult decision to change our guidance for education settings and take a more cautious approach within the education estate in England. </ins></p><p><ins class="ministerial">Following careful analysis of these recent cases, a precautionary and proactive step has been taken to change the approach to RAAC in education settings ahead of the start of the academic year, as outlined in our guidance. </ins></p><p><ins class="ministerial">Maintained nursery schools are treated the same as schools and FE colleges. In 2022, the Department’s questionnaire to all responsible bodies, including those who run maintained nursery schools, asked them to provide information on RAAC.</ins></p><p><del class="ministerial">The UK higher education (HE) system is amongst the best in the world. Attracting the brightest students internationally is good for our universities and delivers growth at home.</del></p><p><del class="ministerial">Domestic students continue to make up the vast majority of overall undergraduate students within UK universities. The proportion of international acceptances on results day this year was 12.3%, having been 14.7% at the same point in 2019.</del></p><p><del class="ministerial">This year on A level and T level Results Day, 186,710 English-domiciled 18-year-olds were accepted to HE providers in England compared to 162,680 in 2019.</del></p><p><del class="ministerial">Ensuring that everyone has the opportunity to access a world class education remains a top priority and is fundamental to the department’s ambition to level-up skills, growth, and economic opportunity across the country.</del></p><p><del class="ministerial">As autonomous bodies independent from the government, universities are responsible for their own recruitment decisions. Most universities have separate home and international student recruitment targets, set before the admissions cycle even begins. Universities plan their student numbers very carefully, not least because there are important implications for the provision of student support and wellbeing services, accommodation, and everything else needed to deliver the best student experience.</del></p><p><del class="ministerial">The department and I regularly engage with the HE sector to support policy making and delivery and did so throughout the 2023 cycle.</del></p><p><del class="ministerial">Most recently, on 7 September 2023, I attended the Universities UK annual conference and discussed how the government is supporting universities to maximise their immense economic and social impact. Key topics discussed included degree apprenticeships, the Lifelong Loan Entitlement and Horizon.</del></p><p> </p><p> </p><p> </p><p> </p><p> </p>
	creator	4471 label Biography information for Rachael Maskell
	publisher	25259
	tabling member	4471 label Biography information for Rachael Maskell

1667850

	human indexable
	published
	registered interest
	answer date	09/11/2023
	date	07/11/2023
	date tabled	07/11/2023
	ddp created	07/11/2023 22:09:17
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	07/11/2023 22:41:56 05/12/2023 17:07:14
	hansard heading	Supply Teachers
	house id	1
	identifier	514
	legislature	25259
	parliament number	58
	question first answered	15/11/2023 17:48:01
	question first ministerially corrected	05/12/2023 16:35:33
	question text	To ask the Secretary of State for Education, how much was spent on supply teachers in each (a) region, (b) local authority and (c) parliamentary constituency in the 2021-22 academic year.
	session	2023/24
	session number	4
	tabling member constituency	Twickenham
	tabling member printed	Munira Wilson
	title	House of Commons Tabled Parliamentary Question 2023/24 514
	type	WrittenParliamentaryQuestion
	uin	514
	version	1
	written parliamentary question type	Ordinary
	answer	answer answer text <p>A key principle behind the Government's plan for education is to give teachers and school leaders the freedom to use their professional judgement to decide the structure of their schools’ workforce that best meets the needs of their pupils.</p><p> </p><p>Financial information on Local Authority maintained schools, including spending on supply teachers, is collected in Consistent Financial Reporting returns. The information is published on the School Financial Benchmarking website and in the annual official statistic ‘LA and school expenditure’, available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure</a>.</p><p> </p><p>The spend on these categories for Local Authority maintained schools in each region for the 2021/22 financial year is available at: <a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/22a37aed-9bf8-489a-4884-08dbdfb23d99" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/22a37aed-9bf8-489a-4884-08dbdfb23d99</a>. The spend on these categories for Local Authority maintained schools in each Local Authority for the 2021/22 financial year is available at: <a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/beb72a02-b53a-41b2-4883-08dbdfb23d99" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/beb72a02-b53a-41b2-4883-08dbdfb23d99</a>. Information relating to individual schools is published on the School Financial Benchmarking website, available at: <a href="https://schools-financial-benchmarking.service.gov.uk/Help/DataSources" target="_blank">https://schools-financial-benchmarking.service.gov.uk/Help/DataSources</a>.</p><p> </p><p>School level information published on the Schools Financial Benchmarking website has been linked to information from the Get Information About Schools website to provide the attached constituency level information. This includes supply teaching staff, supply teacher insurance and agency supply staff expenditure, plus net expenditure which is expenditure offset against income on supply teacher insurance claims.</p><p> </p><p>Information on the expenditure by academies is not published on the same basis as Local Authority maintained schools. Academy level data on expenditure is available on the Schools Financial website. Information at regional and Local Authority level is not published.</p> attachment 1 file name 514_table.xlsx
	creator	4776 label Biography information for Munira Wilson
	publisher	25259
	tabling member	4776 label Biography information for Munira Wilson

1542429

	human indexable
	published
	registered interest
	answer date	22/11/2022
	date	15/11/2022
	date tabled	15/11/2022
	ddp created	15/11/2022 19:43:58
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	15/11/2022 20:04:53 12/12/2022 18:19:15
	hansard heading	Confucius Institutes: Higher Education
	house id	1
	identifier	87856
	legislature	25259
	parliament number	58
	question first answered	22/11/2022 13:45:13
	question first ministerially corrected	12/12/2022 17:48:02
	question text	To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of Confucius Institutes on UK universities.
	session	2022/23
	session number	3
	tabling member constituency	Bermondsey and Old Southwark
	tabling member printed	Neil Coyle
	title	House of Commons Tabled Parliamentary Question 2022/23 87856
	type	WrittenParliamentaryQuestion
	uin	87856
	version	1
	written parliamentary question type	NamedDay
	answer	answer answer text <p>Like all similar bodies, Confucius Institutes should operate transparently and with a full commitment to the department’s values of openness and freedom of expression. Universities have a responsibility to ensure that any partnership with a Confucius Institute is managed appropriately and that the right due diligence is in place. We encourage any providers with concerns to contact the department.</p><p><ins class="ministerial">The government will continue to review its measures as appropriate.</ins></p><p>The Higher Education (Freedom of Speech) Bill will address concerns about the possible influence of overseas money in higher education (HE) in <ins class="ministerial">England</ins><del class="ministerial">the UK</del>, without reducing the ability of our world-class universities to work with global partners.</p><p>The Bill will empower the Office for Students (OfS) to require registered HE providers to report certain overseas funding, including of educational partnerships, such as arrangements with Confucius Institutes. The Bill will also allow the OfS to take appropriate action, including issuing penalties, if there is evidence that an HE provider has breached its freedom of speech duties.</p><p><del class="ministerial">The department will continue to review its measures as appropriate.</del></p>
	creator	4368 label Biography information for Neil Coyle
	publisher	25259
	tabling member	4368 label Biography information for Neil Coyle