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1195654

	registered interest
	date	13/05/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Nurseries: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, for what reasons maintained nursery schools are not eligible to claim (a) free school meal vouchers and (b) funding for exceptional costs associated with the covid-19 outbreak.
	tabling member constituency	Erith and Thamesmead
	tabling member printed	Abena Oppong-Asare
	uin	46819
	answer	answer is ministerial correction date of answer 18/05/2020 answer text <p>The government recognises that maintained nursery schools are an important part of the early years sector and provide valuable services, especially in disadvantaged areas.</p><p>We are committed to funding for maintained nursery schools in the longer term. Last October, we announced that maintained nursery schools would continue to receive supplementary funding for the whole of the financial year 2020-21 and this is unchanged by the COVID-19 outbreak, along with their funding for the usual early education entitlements through the dedicated schools grant. At the moment, our resources are focused on tackling the unprecedented challenges created by COVID-19. But resolving the long-term funding of maintained nursery schools is high on our list of priorities and we will return to it as soon as we are able. Any reform to the way maintained nursery schools are funded in the future will be accompanied by appropriate funding protections.</p><p>Unlike most state-funded schools, maintained nursery schools typically rely on private income for a significant proportion of their total income. Therefore, we have ensured that access to the Coronavirus Job Retention Scheme is also available to maintained nursery schools, in line with the published guidance.</p><p>Maintained nursery schools can access the free school meal vouchers via Edenred.</p> answering member constituency Chelmsford answering member printed Vicky Ford grouped question UIN 46760 question first answered 18/05/2020 16:50:21 answering member 4674 label Biography information for Vicky Ford
	tabling member	4820 label Biography information for Abena Oppong-Asare

1198846

	registered interest
	date	01/06/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Assessments: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what adjustments will be made to exams taken in 2021 to account for lost contact time between staff and pupils as a result of the covid-19 lockdown.
	tabling member constituency	Erith and Thamesmead
	tabling member printed	Abena Oppong-Asare
	uin	52593
	answer	answer is ministerial correction date of answer 09/06/2020 answer text <p>We recognise that students who are studying GCSE, A level or equivalent courses, and are due to take exams and assessments in 2021, will have experienced disruption to their education. We are working with Ofqual and the awarding organisations to develop our approach to next year’s exams and assessments in light of this.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 51796 51918 question first answered 09/06/2020 16:55:22 answering member 111 label Biography information for Nick Gibb
	tabling member	4820 label Biography information for Abena Oppong-Asare

1198847

	registered interest
	date	01/06/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to (a) ensure that vulnerable children have access and contact with social workers during the covid-19 restrictions and (b) support teachers working in school who are the only point of contact outside the home for vulnerable children to maintain that contact.
	tabling member constituency	Erith and Thamesmead
	tabling member printed	Abena Oppong-Asare
	uin	52594
	answer	answer is ministerial correction date of answer 09/06/2020 answer text <p>Our latest guidance on supporting vulnerable children is available here:<br><a href="https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people" target="_blank">https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people</a><em>.</em></p><p>We are committed to ensuring the safety and protection of vulnerable children and young people, particularly during the current period. This is why education settings remained open for these children and local authorities are maintaining contact with them.</p><p>Children’s social care guidance states that we expect local authorities and social workers to make judgements about visiting vulnerable children. Within the statutory framework, they should prioritise children’s welfare as paramount, balancing the risks to children, the risks to families and risks to the workforce. There are many ways to keep in touch with a child, young person or family without physical face-to-face contact and it is expected that these will be utilised appropriately and proportionately in response to the risk assessment undertaken for the child on a case by case basis. The guidance is available here: <a href="https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-for-childrens-social-care-services/coronavirus-covid-19-guidance-for-local-authorities-on-childrens-social-care" target="_blank">https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-for-childrens-social-care-services/coronavirus-covid-19-guidance-for-local-authorities-on-childrens-social-care</a>.</p><p>To ensure children and young people can maintain contact with a social worker, we are providing laptops and tablets to children with a social worker who do not have access to a device otherwise, either privately or through school. We are also providing 4G wireless routers to children with a social worker at secondary school in order to support them to maintain contact with their social worker and/or access remote education at home.</p><p>The department’s safeguarding guidance sets out that a school’s child protection policy should be updated to reflect the arrangements in place to keep children not physically attending safe, especially online, and how concerns about these children should be progressed. In addition, the advice sets out that the Designated Safeguarding Lead (or deputy) should provide support to teachers and pastoral staff to ensure that contact is maintained with children (and their families) who are not yet returning to school. The guidance is available here:<br><a href="https://www.gov.uk/government/publications/covid-19-safeguarding-in-schools-colleges-and-other-providers/coronavirus-covid-19-safeguarding-in-schools-colleges-and-other-providers" target="_blank">https://www.gov.uk/government/publications/covid-19-safeguarding-in-schools-colleges-and-other-providers/coronavirus-covid-19-safeguarding-in-schools-colleges-and-other-providers</a>.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 09/06/2020 14:34:47 answering member 4674 label Biography information for Vicky Ford
	tabling member	4820 label Biography information for Abena Oppong-Asare

1181675

	registered interest
	date	02/03/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Technology
	house id	1
	legislature	25259 pref label House of Commons
	question text	What steps he is taking to increase the use of technology by schools.
	tabling member constituency	Windsor
	tabling member printed	Adam Afriyie
	uin	901020
	answer	answer is ministerial correction date of answer 02/03/2020 answer text <p>The Department for Education's EdTech Strategy, 'Realising the potential of technology in education', aims to support educational providers to embed and use technology effectively to support teacher workload reductions, cost savings and improved student outcomes. This includes supporting schools and colleges to spread best practice in effective technology use through our Demonstrator Programme, which is due to launch in the Spring.</p><p>The Demonstrator Programme will help tech enabled schools and colleges to provide peer-to-peer support to other schools to help them use technology in the most effective way.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 02/03/2020 17:35:53 answering member 111 label Biography information for Nick Gibb
	tabling member	1586 label Biography information for Adam Afriyie

227251

	registered interest
	date	13/03/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children: Day Care
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent steps she has taken to help parents in work with the costs of childcare.
	tabling member constituency	Windsor
	tabling member printed	Adam Afriyie
	uin	227506
	answer	answer is ministerial correction date of answer 20/03/2015 answer text <p>The Department for Education understands that the cost of childcare can be a concern for many parents. In order to help support parents, the Department has increased funding in the early years from £2 billion to £3 billion a year over the course of this Parliament.</p><p> </p><p> </p><p> </p><p>The Department has provided funding for 15 hours a week of free childcare for all three- and four-year-olds, and for disadvantaged two-year-olds. The funding for all three- and four-year-olds is worth £2,500 per child, per year to parents. This gives an additional £425 per child, per year, when compared to funding prior to the last election. The funding for approximately 40% of two-year-olds is also worth £2,500 per child, per year.</p><p> </p><p> </p><p> </p><p>In addition, the Department is introducing Tax-Free Childcare, under which up to 1.8 million working families could benefit from up to £2,000 per child, per year.</p><p> </p><p> </p><p> </p><p>For working parents on lower incomes, working tax credit pays up to 70% of their childcare costs. This could be worth up to £6,370 for their first child. Under Universal Credit, the subsidy rate will increase to 85% of childcare costs and support will be available, for the first time, to those working fewer than 16 hours per week.</p><p> </p><p> </p><p> </p><p>Furthermore, the Department has taken action to give more choice to parents by creating child minder agencies and supporting schools to open nurseries and offer provision from 8am to 6pm. The Department is also introducing shared parental leave.</p><p> </p> answering member constituency East Surrey answering member printed Mr Sam Gyimah question first answered 20/03/2015 13:39:04 answering member 3980 label Biography information for Mr Sam Gyimah
	tabling member	1586 label Biography information for Adam Afriyie

428503

	registered interest
	date	16/11/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children in Care: GCSE
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what proportion of looked-after children have received at least five GCSEs at grades A*-C in each year since 2010.
	tabling member constituency	Windsor
	tabling member printed	Adam Afriyie
	uin	16362
	answer	answer is ministerial correction date of answer 24/11/2015 answer text <p>The information requested is published in the statistical first release “Outcomes for Children Looked After by Local Authorities in England as at 31 March 2014” on GOV.UK[1].</p><br /><p><strong>Percentage of children who have been looked after continuously for at least 12 months achieving 5 or more GCSEs at A*-C or equivalent, 2010-2014, England<strong>[2]</strong>. </strong></p><br /><table><tbody><tr><td></td><td><p><strong>2010</strong></p></td><td><p><strong>2011</strong></p></td><td><p><strong>2012</strong></p></td><td><p><strong>2013</strong></p></td><td><p><strong>2014</strong></p></td><td><p><strong>2014</strong></p></td></tr><tr><td colspan="5"><p><br></p></td><td><p><strong>2013 methodology</strong></p></td><td><p><strong>2014 methodology</strong></p></td></tr><tr><td><p>5+ GCSEs A*-C or equivalent</p></td><td><p>28.8</p></td><td><p>33.5</p></td><td><p>37.2</p></td><td><p>37.2</p></td><td><p>31.1</p></td><td><p>16.3</p></td></tr></tbody></table><p><em> So</em><em>urce: CLA-NPD matched data</em></p><br /><p>Note that two major reforms were implemented which affected the calculation of key stage 4 (KS4) performance measures in 2014[3] and therefore 2014 data is not comparable to that for earlier years. The additional ‘2013 methodology’ figure shown in the table has been included to provide a point of comparison, using a proxy set of results based on 2012/13 rules. However, it cannot reverse the behaviour of some schools in response to the policy changes, nor does it take into account other changes, so still should not be used to make direct comparisons with earlier years.</p><br /><p>[1] <a href="https://www.gov.uk/government/statistics/outcomes-for-children-looked-after-by-local-authorities" target="_blank">https://www.gov.uk/government/statistics/outcomes-for-children-looked-after-by-local-authorities</a></p><p>[2] Children looked after continuously for at least 12 months as at 31 March excluding those children in respite care. Only children who are matched to key stage 4 data are included. Figures for 2014 are based on provisional data. Figures for all other years are based on final data.</p><p>[3] Professor Alison Wolf’s Review of Vocational Education recommendations which restrict the qualifications counted, prevent any qualification from counting as larger than one GCSE and cap the number of non-GCSEs included in performance measures at two per pupil. There is also an early entry policy to only count a pupil’s first attempt at a qualification. More details can be found in the statistical release: <a href="https://www.gov.uk/government/statistics/provisional-gcse-and-equivalent-results-in-england-2013-to-2014" target="_blank">https://www.gov.uk/government/statistics/provisional-gcse-and-equivalent-results-in-england-2013-to-2014</a>. The reforms had a significant impact on the 2013/14 GCSE and equivalent results data for all pupils. To aid users in understanding this impact on children looked after, the additional ‘2013 methodology’ data has been produced, which removes the rules regarding the Wolf Review recommendations and early entry policy from the calculation of performance measures.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 24/11/2015 13:42:03 answering member 1605 label Biography information for Edward Timpson
	tabling member	1586 label Biography information for Adam Afriyie

431639

	registered interest
	date	23/11/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children in Care
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps her Department has taken to enable more looked-after children to go on to further and higher education.
	tabling member constituency	Windsor
	tabling member printed	Adam Afriyie
	uin	17361
	answer	answer is ministerial correction date of answer 01/12/2015 answer text <p>This government believes that all children and young people in care should be provided with the support that they need in order to fulfil their potential.</p><p>That is why we require local authorities, as corporate parents,to fulfil a legal duty to promote the educational achievement of the children they look after, including supporting them to progress into further and higher education.All local authorities are required to appoint a Virtual School Head to ensure that that duty is discharged, and that each looked-after child has a personal education plan which sets out how their aspirations and educational needs, particularly around transition points, will be supported in the short and longer-term.</p><p>In addition, the government provides enhanced pupil premium funding of £1,900 each year for pupils who have been looked-after and we also ensure that looked-after children are given priority in school admission arrangements. Looked-after children and care leavers are also a priority group for receiving the 16-19 Further Education Bursary of £1,200 per annum.</p><p>For care leavers, local authorities must offer a personal adviser and a pathway plan if they are in education or training up to the age of 21 or up to 25 if they wish to resume their education and training. Care leavers who pursue a recognised course of higher education are also entitled to a one-off £2000 bursary, given by their local authority, as part of the package of support they receive on leaving care.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 01/12/2015 17:45:52 answering member 1605 label Biography information for Edward Timpson
	tabling member	1586 label Biography information for Adam Afriyie

431641

	registered interest
	date	23/11/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	University Technical Colleges
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment she has made of the quality of education at university technical colleges.
	tabling member constituency	Windsor
	tabling member printed	Adam Afriyie
	uin	17358
	answer	answer is ministerial correction date of answer 01/12/2015 answer text <p>University technical colleges (UTCs) harness students’ talents, offering them technical learning alongside GCSEs and A levels, and providing them with knowledge and skills which employers value. The programme is still at an early stage. The best UTCs, such as UTC Reading, are providing excellent education, which is reflected in their exam results.</p> answering member constituency Grantham and Stamford answering member printed Nick Boles question first answered 01/12/2015 17:42:23 answering member 3995 label Biography information for Nick Boles
	tabling member	1586 label Biography information for Adam Afriyie

435835

	registered interest
	date	07/12/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	University Technical Colleges
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps she has taken to encourage applications to university technical colleges.
	tabling member constituency	Windsor
	tabling member printed	Adam Afriyie
	uin	18899
	answer	answer is ministerial correction date of answer 14/12/2015 answer text <p>Like all academies, each university technical college (UTC) is responsible for publicising their school and encouraging applications. Officials from the Department for Education and the Baker Dearing Educational Trust provide UTCs with advice to support pupil recruitment, drawing on the best practice from UTCs and other new schools. Statutory guidance to schools on careers guidance is clear that they should allow UTCs to engage with their pupils on their premises. This guidance can be found at GOV.UK: <a href="https://www.gov.uk/government/publications/careers-guidance-provision-for-young-people-in-schools" target="_blank">https://www.gov.uk/government/publications/careers-guidance-provision-for-young-people-in-schools</a>. This careers guidance should ensure pupils have information about their full range of education and training options.</p> answering member constituency Grantham and Stamford answering member printed Nick Boles question first answered 14/12/2015 12:48:44 answering member 3995 label Biography information for Nick Boles
	tabling member	1586 label Biography information for Adam Afriyie

511338

	registered interest
	date	12/04/2016
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Curriculum
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment she has made of the potential merits of ending the national curriculum at the age of 14.
	tabling member constituency	Windsor
	tabling member printed	Adam Afriyie
	uin	33504
	answer	answer is ministerial correction date of answer 20/04/2016 answer text <p>The Government believes that the majority of pupils should study a core academic curriculum up to the age of 16. The core academic curriculum refers to the English Baccalaureate (EBacc). The Government’s ambition is for 90% of pupils to enter the EBacc subjects at GCSE. The national curriculum serves an important role in setting out the sort of knowledge-based, ambitious, academically rigorous education which every child should experience. It enables pupils to develop the knowledge, understanding, skills and attitudes necessary for their self-fulfilment and development as active and responsible citizens.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 20/04/2016 11:33:29 answering member 111 label Biography information for Nick Gibb
	tabling member	1586 label Biography information for Adam Afriyie