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1129489

registered interest
date	04/06/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Free School Meals
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of the impact of changes to the criteria for free school meals eligibility in 2018; and how many students now receive free school meals compared to the number who received them before these changes took place.
tabling member printed	Lord Bassam of Brighton
uin	HL15974
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>I refer the noble Lord to the answers I gave on 6 February 2019 to Question <a href="https://www.parliament.uk/business/publications/written-questions-answers-statements/written-question/Lords/2019-01-24/HL13093/" target="_blank">HL13093</a> and Question <a href="https://www.parliament.uk/business/publications/written-questions-answers-statements/written-question/Lords/2019-01-24/HL13094/" target="_blank">HL13094</a>. I will also refer the noble Lord to the answer I gave on 20 February 2019 to Question <a href="https://www.parliament.uk/business/publications/written-questions-answers-statements/written-question/Lords/2019-02-06/HL13492/" target="_blank">HL13492</a>.</p><p> </p><p>Under the new eligibility criteria that we introduced in April 2018, we estimate that more pupils will benefit from free school meals (FSM) by 2022, compared with the previous criteria. In addition, generous transitional protections were put in place to ensure no child will lose their eligibility for FSM during the change to the new criteria.</p><p> </p><p>Under the benefits-based criteria, to be eligible to receive FSM, a pupil or their parent must be in receipt of any one of the qualifying benefits and must make a claim to the school for FSM. The qualifying criteria includes benefits for both out of work and low-earning families. The full eligibility criteria is attached and also available here: <a href="https://www.gov.uk/apply-free-school-meals" target="_blank">https://www.gov.uk/apply-free-school-meals</a>.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 11/06/2019 13:21:03 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name HL15974_webpage.pdf title HL15974_FSM_eligibility
tabling member	3504 label Biography information for Lord Bassam of Brighton

1129514

registered interest
date	04/06/2019
answering body	Cabinet Office
answering dept id	53
answering dept short name	Cabinet Office
answering dept sort name	Cabinet Office
hansard heading	Government Departments: Procurement
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment the Cabinet Office has made of the potential benefits of the application of ISO 44001 to their procurement policy, and the procurement policy of all Departments.
tabling member printed	Lord Evans of Watford
uin	HL15999
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The Government has a long-established approach to identifying, developing and managing collaborative business relationships. For example, the Government recognises the importance of managing its relationships with strategic suppliers, on a cross-government basis, by observing their performance in the delivery of public services and monitoring financial health.</p><p>This year, the Government introduced a new approach to the monitoring and management of strategic suppliers through a Memorandum of Understanding (MOU) between the government and each of our strategic suppliers. The approach of using an MOU reflects the Government’s now well-developed relationships with, and understanding of, its strategic suppliers. Under this new approach, strategic suppliers will agree to provide the government with the information it needs to monitor and manage risks across its strategic supplier base, with the full cooperation of industry.</p> answering member printed Lord Young of Cookham question first answered 11/06/2019 17:01:16 answering member 57 label Biography information for Lord Young of Cookham
tabling member	2766 label Biography information for Lord Evans of Watford

1129543

registered interest
date	04/06/2019
answering body	Ministry of Defence
answering dept id	11
answering dept short name	Defence
answering dept sort name	Defence
hansard heading	Nuclear Weapons
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of reports that Renata Dwan, Director of the UN Institute for Disarmament Research, warned on 21 May that the risk of nuclear weapons being used is at its highest since World War Two, and that the world should take this threat more seriously.
tabling member printed	The Marquess of Lothian
uin	HL16028
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>Today's security climate is challenging, with the threats faced by the United Kingdom increasing in scale, diversity and complexity. However, Her Majesty's Government does not believe that the risk of nuclear war is greater today than it was during the Cold War.</p><p>While the operation of an independent, minimum, credible nuclear deterrent continues to be necessary to protect the United Kingdom from the most extreme threats to our national security and way of life, the UK has taken a number of unilateral actions that build confidence and reduce international tensions. Our negative security assurances, as set out in the 2015 Strategic Defence and Security Review, are designed to give Non-Nuclear Weapons States in compliance with the nuclear Non-Proliferation Treaty confidence that nuclear weapons will not be used against them. Further, since 1994, UK Trident missiles have not been targeted at any State; our Vanguard class submarines are at several days' notice to fire; only the Prime Minister has the authority to launch nuclear weapons maintaining political control at all times; and the UK has been transparent about its nuclear capability, including missile and warhead numbers.</p><p>The Government is committed to the long-term goal of a world without nuclear weapons and continues to work internationally, within the framework of the nuclear Non-Proliferation Treaty, towards achieving the conditions in which all nuclear weapons possessor states are willing to relinquish their nuclear weapons.</p> answering member printed Earl Howe question first answered 11/06/2019 15:17:19 answering member 2000 label Biography information for Earl Howe
tabling member	259 label Biography information for The Marquess of Lothian

1129545

registered interest
date	04/06/2019
answering body	Ministry of Defence
answering dept id	11
answering dept short name	Defence
answering dept sort name	Defence
hansard heading	F-35 Aircraft
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what is their latest estimate of the cost per flight hour of the F35-B aircraft; and what is their expected in service flight hours.
tabling member printed	Lord Moonie
uin	HL16030
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The Ministry of Defence does not yet have its own figure for the hourly flying cost for an F-35B Lightning as the aircraft has not been in service long enough to generate the required data. However, information would in any case be withheld as its disclosure would or would be likely to prejudice commercial interests.</p><p>The expected service life of an F-35B Lightning is 8,000 or more flying hours.</p> answering member printed Earl Howe question first answered 11/06/2019 15:13:43 answering member 2000 label Biography information for Earl Howe
tabling member	621 label Biography information for Lord Moonie

1130231

registered interest
date	05/06/2019
answering body	Department for Transport
answering dept id	27
answering dept short name	Transport
answering dept sort name	Transport
hansard heading	Aviation: Scotland
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, further to the Written Answer by Baroness Vere of Norbiton on 3 June (HL15919), whether they will now answer the question put.
tabling member printed	Lord Forsyth of Drumlean
uin	HL16092
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>I refer to the answer of 3 June (HL15919), which states that the aviation sector operates in a competitive, commercial environment, investing to attract passengers and responding to demand when determining routes to operate. It is therefore not for the Department to carry out this type of assessment, nor to comment on whether there is sufficient competition.</p><p> </p><p>I can, however, confirm that CAA data for 2018 shows that the four largest airports in Scotland (Aberdeen, Edinburgh, Inverness and Glasgow) have flights to two or more airports in the London system, with flights operated by multiple airlines.</p><p> </p><p>In addition, the UK Government, in partnership with the Scottish Government and Dundee City Council, provide financial support for an air route from Dundee to Stanstead, through a public service obligation. Scotland will also benefit from an expanded Heathrow, where there will be further opportunity to enhance connections to the country’s biggest hub airport.</p><p> </p><p>This information, which is already in the public domain, shows that there is sufficient competition for air routes between London and Scotland.</p> answering member printed Baroness Vere of Norbiton grouped question UIN HL16093 question first answered 11/06/2019 11:00:43 answering member 4580 label Biography information for Baroness Vere of Norbiton
tabling member	1141 label Biography information for Lord Forsyth of Drumlean

1130232

registered interest
date	05/06/2019
answering body	Department for Transport
answering dept id	27
answering dept short name	Transport
answering dept sort name	Transport
hansard heading	Aviation: Scotland
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, further to the Written Answer by Baroness Vere of Norbiton on 3 June (HL15919), what evidence they have for the competitiveness of airfares between London and Scotland; whether they will provide the figures for the cost of such flights which informed their assessment that “Scotland is well-served by air services into London”; whether they have conducted a comparative analysis of the costs of flights from Scotland to all London airports; and if not, why not.
tabling member printed	Lord Forsyth of Drumlean
uin	HL16093
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>I refer to the answer of 3 June (HL15919), which states that the aviation sector operates in a competitive, commercial environment, investing to attract passengers and responding to demand when determining routes to operate. It is therefore not for the Department to carry out this type of assessment, nor to comment on whether there is sufficient competition.</p><p> </p><p>I can, however, confirm that CAA data for 2018 shows that the four largest airports in Scotland (Aberdeen, Edinburgh, Inverness and Glasgow) have flights to two or more airports in the London system, with flights operated by multiple airlines.</p><p> </p><p>In addition, the UK Government, in partnership with the Scottish Government and Dundee City Council, provide financial support for an air route from Dundee to <del class="ministerial">Stanstead,</del> <ins class="ministerial">Stansted</ins> through a public service obligation. Scotland will also benefit from an expanded Heathrow, where there will be further opportunity to enhance connections to the country’s biggest hub airport.</p><p> </p><p>This information, which is already in the public domain, shows that there is sufficient competition for air routes between London and Scotland.</p> answering member printed Baroness Vere of Norbiton question first answered 11/06/2019 11:00:43 question first ministerially corrected 13/06/2019 11:22:31 answering member 4580 label Biography information for Baroness Vere of Norbiton previous answer version 121687 answering member printed Baroness Vere of Norbiton answering member 4580 label Biography information for Baroness Vere of Norbiton
tabling member	1141 label Biography information for Lord Forsyth of Drumlean

1128872

registered interest
date	03/06/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds; and whether those children (i) did not enter an approved qualification and (ii) made positive progress in 2017-18.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	259236
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>.</p><p>The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.</p><p>Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].</p><p>For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.</p><p> </p><p>[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p>[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.</p><p>[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.</p><p>[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259237 259238 259239 question first answered 11/06/2019 16:16:09 answering member 111 label Biography information for Nick Gibb attachment 1 file name 259236_259237_259238_259239_attainment_tables.pdf title 259236_259237_259238_259239_pdf
tabling member	4263 label Biography information for Lucy Powell

1128873

registered interest
date	03/06/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds by prior attainment points from 0 to 3; and whether those children (i) did not enter an approved qualification and (ii) made positive progress in 2017-18.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	259237
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>.</p><p>The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.</p><p>Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].</p><p>For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.</p><p> </p><p>[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p>[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.</p><p>[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.</p><p>[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259236 259238 259239 question first answered 11/06/2019 16:16:09 answering member 111 label Biography information for Nick Gibb attachment 1 file name 259236_259237_259238_259239_attainment_tables.pdf title 259236_259237_259238_259239_pdf
tabling member	4263 label Biography information for Lucy Powell

1128874

registered interest
date	03/06/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answers of 14 May 2019 to Question 251405 and Question 251401, if he will publish that data by (a) GCSE or international GCSE qualification at (i) grade 2/E, (ii) grade F, (iii) grade 1/G and (iv) grade fail and (b) any other qualification at (v) level 1 qualification, (vi) entry level and (vii) fail in 2017-18.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	259238
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>.</p><p>The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.</p><p>Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].</p><p>For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.</p><p> </p><p>[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p>[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.</p><p>[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.</p><p>[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259236 259237 259239 question first answered 11/06/2019 16:16:09 answering member 111 label Biography information for Nick Gibb attachment 1 file name 259236_259237_259238_259239_attainment_tables.pdf title 259236_259237_259238_259239_pdf
tabling member	4263 label Biography information for Lucy Powell

1128875

registered interest
date	03/06/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405 and Question 251401 on Mathematics: Education, for that data for the year 2016-2017.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	259239
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>.</p><p>The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.</p><p>Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].</p><p>For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.</p><p> </p><p>[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p>[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.</p><p>[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.</p><p>[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259236 259237 259238 question first answered 11/06/2019 16:16:09 answering member 111 label Biography information for Nick Gibb attachment 1 file name 259236_259237_259238_259239_attainment_tables.pdf title 259236_259237_259238_259239_pdf
tabling member	4263 label Biography information for Lucy Powell