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1126323

	registered interest
	date	13/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Standards
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government whether the attainment of non-GCSE Key Stage 4 qualifications is reflected in a student's Progress 8 score; and if not, what assessment they have made of the impact that has had on the school that child attends.
	tabling member printed	Lord Lucas
	uin	HL15683
	answer	answer is ministerial correction date of answer 21/05/2019 answer text <p>Attainment in up to 3 non-GCSE qualifications from the department’s approved list may count towards a pupil’s Progress 8 score. A full list of qualifications that count in key stage 4 performance tables is attached to this answer.</p><p>Also attached is an analysis, published by the department in March 2019, that provides an overview of pupil entries into non-GCSE qualifications at key stage 4 and how this varies by pupil characteristics.</p> answering member printed Lord Agnew of Oulton attachment 1 file name HL15683_key_stage_4_qualifications_and_discount_codes_2014_to_2021_performance_tables.xls title HL15683_Tables 2 file name HL15683_Non-GCSE_qualifications_in_England_key_stage_4_entries_and_absence_and_exclusions_outcomes.pdf title HL15683_PDF question first answered 21/05/2019 16:56:36 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	1879 label Biography information for Lord Lucas

1125861

	registered interest
	date	09/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education: Migrant Workers
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what steps they are taking to increase recruitment of staff from non-EU countries in the UK education sector after Brexit.
	tabling member printed	Lord Taylor of Warwick
	uin	HL15651
	answer	answer is ministerial correction date of answer 21/05/2019 answer text <p>The department is committed to ensuring that schools are able to recruit appropriately to fill their teacher vacancies. The majority of teachers in schools in England are recruited from within the UK and our priority is to meet our teacher recruitment needs domestically. However, schools have always been able to recruit staff internationally, and teachers from overseas make an important contribution to our education system.</p><p> </p><p>The department runs programmes to help schools recruit from overseas. Our Science, Technology, Engineering and Mathematics International Teacher Recruitment Programme supports state-funded secondary schools in England with the recruitment of maths and physics teachers from Australia, Canada, New Zealand, and the USA.</p><p> </p><p>In our recently published ‘Teacher Recruitment and Retention Strategy’, we committed to exploring opportunities to develop new and existing partnerships, focusing particularly on language teachers, in order to boost the recruitment of teachers from overseas.</p><p> </p><p>The government’s white paper ‘The UK’s future skills-based immigration system’, outlined proposals to introduce a new skilled workers route, open to all countries across the globe with an expanded skills threshold covering work at Regulated Qualifications Framework level 3 and above, including teachers. Those coming to the UK on this route will need to be sponsored by an employer.</p><p> </p><p>As part of developing this new immigration system the Home Office is undertaking a programme of extensive engagement with stakeholders across the whole of the UK to shape the final details of policy and processes, and the department will continue to work very closely with them on this.</p> answering member printed Lord Agnew of Oulton question first answered 21/05/2019 16:15:30 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	1796 label Biography information for Lord Taylor of Warwick

1127153

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Further Education: GCSE
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many students in further education colleges have been required to take (a) English and (b) mathematics GCSEs because of the requirement that all 16 to 18 year old students who have not yet achieved a grade 4 while at secondary school resit these exams in each of the last six years; and how many of those students achieved a pass at grade 4 or the equivalent required standard.
	tabling member constituency	Harborough
	tabling member printed	Neil O'Brien
	uin	255399
	answer	answer is ministerial correction date of answer 21/05/2019 answer text <p>From August 2014, students who left key stage 4 without a GCSE grade 4/C or above (or equivalent) in English and/or maths were required to continue studying these subjects as part of their 16-19 study programme. From the following year, students starting a new study programme with a GCSE grade 3/D (or equivalent) in English and/or maths had to enrol on GCSE courses only. From August 2019, students starting a new or continuing an existing study programme with a GCSE grade 2 (or equivalent) or below can study towards a pass in Functional Skills Level 2 or they can still study towards a GCSE grade 4 to 9. Those with a grade 3 (or equivalent) must still study GCSE only. Providers have the freedom to decide if and when students are ready to re-enter for an examination.</p><p> </p><p>For years up until 2014/15 the Department published statistics on the achievement in English and maths by students who had not achieved GCSE A*-C 2 years previously (i.e. the 2014/15 estimates were based on those at end of key stage 4 in 2012/13). From 2015/16, figures are based on students at the end of their 16-18 study (up to 3 years of study)<a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/255399%20QC%20200519.docx#_ftn1" target="_blank"><sup><sup>[1]</sup></sup></a>. This means that figures for 2014/15 and earlier are not directly comparable to those for later years.</p><p> </p><p>The tables attached show the number of students in further education colleges, in England, from 2012/13 to 2017/18 who did not achieve a grade 4/C or equivalent in English or maths at key stage 4 and how many of them went on to achieve a grade 4/C or better (or equivalent).</p><p> </p><p><a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/255399%20QC%20200519.docx#_ftnref1" target="_blank">[1]</a> Available at: <a href="https://www.gov.uk/government/collections/statistics-attainment-at-19-years" target="_blank">https://www.gov.uk/government/collections/statistics-attainment-at-19-years</a>. For 2012/13 to 2014/15, scroll down to the ‘level 1 and 2 attainment’ section and open the link for each year. In the national tables, you require tables 2 and 4. For 2015/16 to 2017/18, open the revised publication at the top of the page for 2016, 2017 or 2018 and then open the ‘English and maths tables’. Institution type breakdowns are available in table 14a and 14b.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 21/05/2019 16:55:22 answering member 1523 label Biography information for Anne Milton attachment 1 file name 255399_table.doc title 255399_table
	tabling member	4679 label Biography information for Neil O'Brien

1127136

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Health
	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 effect of short-term contracts for academics on the health and wellbeing of those staff.
	tabling member constituency	Cardiff Central
	tabling member printed	Jo Stevens
	uin	255344
	answer	answer is ministerial correction date of answer 21/05/2019 answer text <p>As independent and autonomous institutions, higher education (HE) providers are responsible for decisions regarding the contracts they offer to academics. Like all employers, HE providers have a duty of care to their staff. The department expects them to take this very seriously.</p><p>I gave a speech on 7 May that focused on early career researcher contracts. I am keen that early career academics do not get lost from policy debates – particularly around key issues like mental health and wellbeing. I am looking forward to the upcoming publication of the revised Concordat to Support the Career Development of Researchers, and I am serious about taking this forward. The full text of this speech can be found here: <a href="https://www.gov.uk/government/speeches/reaching-24-securing-the-research-talent-of-tomorrow" target="_blank">https://www.gov.uk/government/speeches/reaching-24-securing-the-research-talent-of-tomorrow</a>.</p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 21/05/2019 15:50:59 answering member 4021 label Biography information for Chris Skidmore
	tabling member	4425 label Biography information for Jo Stevens

1127217

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Numeracy: Primary Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what estimate his Department has made of the cost of administering the multiplication tables check in schools in each of the next five financial years.
	tabling member constituency	Ashton-under-Lyne
	tabling member printed	Angela Rayner
	uin	255336
	answer	answer is ministerial correction date of answer 21/05/2019 answer text <p>The multiplication tables check (MTC) is developed and delivered by the Standards and Testing Agency (STA), an executive agency of the Department for Education.</p><p>The STA’s planned expenditure for the MTC over the next five financial years is currently being considered, and will be dependent upon the outcome of the current (2019) national pilot; as a result, definitive final figures are not available at this time.</p><p>However, based on current project spend, service development and project costs to-date, and budget planning assumptions, it is estimated that the check will cost between £650,000 and £700,000 per annum to administer - this equates to around 1.2% of STA’s annual budget. Department officials will be able to confirm the actual figure(s) later in the year.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/05/2019 15:11:54 answering member 111 label Biography information for Nick Gibb
	tabling member	4356 label Biography information for Angela Rayner

1127194

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Erasmus+ Programme
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department has taken to negotiate association to the next Erasmus programme starting in 2021.
	tabling member constituency	Newcastle upon Tyne Central
	tabling member printed	Chi Onwurah
	uin	255329
	answer	answer is ministerial correction date of answer 21/05/2019 answer text <p>The government firmly believes that the UK and European countries should continue to give young people and students the chance to benefit from each other’s world-leading universities following our exit from the European Union.</p><p> </p><p>The next generation of EU programmes are currently being discussed in the EU. This includes the proposed regulation for the 2021-27 Erasmus+ programme, which has reached a partial general approach in the Council of the European Union.</p><p> </p><p>We will continue to participate in discussions on the draft regulation while we remain an EU Member State. Of course, the text of the regulation has not been finalised, including important aspects such as the terms of third-country participation, and we will need to consider the regulation as a whole.</p><p> </p><p>Ultimately, any decisions about our participation in the next Erasmus+ programme will also be a matter for wider negotiations about our future relationship with the EU.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 21/05/2019 15:14:57 answering member 4021 label Biography information for Chris Skidmore
	tabling member	4124 label Biography information for Chi Onwurah

1127198

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Higher Education: Registration
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many higher education establishments (a) received and (b) did not receive their registration within the timeframe expected of the Office for Students.
	tabling member constituency	Burton
	tabling member printed	Andrew Griffiths
	uin	255318
	answer	answer is ministerial correction date of answer 21/05/2019 answer text <p>As higher education establishments may choose to apply for registration onto the Office for Students’ (OfS) register at any time, there is no set deadline or timeframe for when they should receive a decision on their applications. To date, 356 higher education establishments have successfully registered with the OfS since the OfS started accepting applications.</p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 21/05/2019 15:59:52 answering member 4021 label Biography information for Chris Skidmore
	tabling member	3936 label Biography information for Andrew Griffiths

1127196

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Higher Education: Registration
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what the expected timeframe is for the Office for Students to complete the registration of a higher education establishment.
	tabling member constituency	Burton
	tabling member printed	Andrew Griffiths
	uin	255317
	answer	answer is ministerial correction date of answer 21/05/2019 answer text <p>There is no set timeframe for how long it takes the Office for Students (OfS) to process an application. This is because a final registration decision is dependent on a number of factors. These include the completeness of the application, the scale of the information requested by the assessor during the assessment process and the length of time taken by the provider to respond to such information requests. The time taken for the provider’s bespoke access and participation plan to be negotiated and approved also has an impact on the length of the process.</p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 21/05/2019 15:17:45 answering member 4021 label Biography information for Chris Skidmore
	tabling member	3936 label Biography information for Andrew Griffiths

1127223

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Universities: Admissions
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he has made an assessment of the extent to which sharing data on additional indicators of an applicant’s disadvantage and under-representation in higher education, including pupil premium status, free school meals eligibility and ethnicity can enable universities to make further progress on widening access and participation in higher education.
	tabling member constituency	Blackpool South
	tabling member printed	Gordon Marsden
	uin	255280
	answer	answer is ministerial correction date of answer 21/05/2019 answer text <p>Widening access and participation in higher education is a priority for this government. This means that everyone with the capability to succeed in higher education should have the opportunity to participate, regardless of their background or where they grew up.</p><p> </p><p>We have made real progress in ensuring universities are open to all, with record rates of disadvantaged 18 year olds in higher education. However, we know that more needs to be done to maximise the potential of the talent of future applicants to higher education courses, so it is vital that we build on this progress.</p><p> </p><p>Higher education providers need to use good quality and meaningful data to identify disadvantage in order to effectively address disparities in access and participation in higher education. We encourage institutions to use a range of measures to identify disadvantage, including individual-level indicators, area data (such as POLAR, Index of Multiple Deprivation or ACORN), school data, intersectional data such as the Universities and Colleges Admissions Service's (UCAS) multiple equality measure and participation in outreach activities.</p><p>To this end, we are working with the Office for Students, UCAS and sector representatives to further explore how we can support universities to improve and enhance access to data.</p><p> </p><p>We want institutions to consider a broad range of information in their offers, including the context in which a student’s results were achieved. We are committed to helping universities progress in their efforts to improve access and successful participation for under-represented groups.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore grouped question UIN 255277 255278 255279 question first answered 21/05/2019 15:57:19 answering member 4021 label Biography information for Chris Skidmore
	tabling member	465 label Biography information for Gordon Marsden

1127222

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Universities: Admissions
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will make an assessment of how additional indicators of a pupil's disadvantage and under-representation in higher education can be made accessible to universities in order to widen participation and help such pupils access work.
	tabling member constituency	Blackpool South
	tabling member printed	Gordon Marsden
	uin	255279
	answer	answer is ministerial correction date of answer 21/05/2019 answer text <p>Widening access and participation in higher education is a priority for this government. This means that everyone with the capability to succeed in higher education should have the opportunity to participate, regardless of their background or where they grew up.</p><p> </p><p>We have made real progress in ensuring universities are open to all, with record rates of disadvantaged 18 year olds in higher education. However, we know that more needs to be done to maximise the potential of the talent of future applicants to higher education courses, so it is vital that we build on this progress.</p><p> </p><p>Higher education providers need to use good quality and meaningful data to identify disadvantage in order to effectively address disparities in access and participation in higher education. We encourage institutions to use a range of measures to identify disadvantage, including individual-level indicators, area data (such as POLAR, Index of Multiple Deprivation or ACORN), school data, intersectional data such as the Universities and Colleges Admissions Service's (UCAS) multiple equality measure and participation in outreach activities.</p><p>To this end, we are working with the Office for Students, UCAS and sector representatives to further explore how we can support universities to improve and enhance access to data.</p><p> </p><p>We want institutions to consider a broad range of information in their offers, including the context in which a student’s results were achieved. We are committed to helping universities progress in their efforts to improve access and successful participation for under-represented groups.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore grouped question UIN 255277 255278 255280 question first answered 21/05/2019 15:57:19 answering member 4021 label Biography information for Chris Skidmore
	tabling member	465 label Biography information for Gordon Marsden