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1421182

	registered interest
	date	09/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	National Tutoring Programme
	house id	1
	legislature	25259 pref label House of Commons
	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.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	121731
	answer	answer is ministerial correction date of answer 21/02/2022 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> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 21/02/2022 16:07:28 question first ministerially corrected 28/02/2022 15:16:44 answering member 4091 label Biography information for Mr Robin Walker previous answer version 50727 answering member constituency Worcester answering member printed Mr Robin Walker answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1421183

	registered interest
	date	09/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	National Tutoring Programme
	house id	1
	legislature	25259 pref label House of Commons
	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.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	121732
	answer	answer is ministerial correction date of answer 21/02/2022 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> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 21/02/2022 16:07:28 question first ministerially corrected 28/02/2022 15:16:52 answering member 4091 label Biography information for Mr Robin Walker previous answer version 51924 answering member constituency Worcester answering member printed Mr Robin Walker answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1421184

	registered interest
	date	09/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Private Education: GCE A-level
	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 whether the administration of A-level assessment in private schools in England in summer 2021 was conducted in a manner which ensured a level playing field for all pupils in the UK.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	121733
	answer	answer is ministerial correction date of answer 21/02/2022 answer text <p>Parents and students can have confidence in the grades awarded in 2021. Overall results in 2021 showed success for those targeting the top grades from all types of schools and from all student backgrounds. The grades awarded reflected students’ hard work in what was a hugely challenging year.</p><p>Examination boards set out clear requirements for a robust yet proportionate quality assurance process that supported teachers to make judgements and ensured students received meaningful grades. There was a process for both internal and external quality assurance. Additionally, all centres, including independent schools, had their processes for awarding grades checked by examination boards to assure arrangements were appropriate.</p><p>All schools submitted a selection of student evidence to examination boards, which then scrutinised a sample of this work. Of the sample of 1,101 centres with examined submissions, 55% were secondary schools or academies, 18% were independent or selective centres, 13% were further education colleges, sixth forms or tertiary colleges, and 13% were other centre types, including free schools. This is broadly in line with the proportion of each centre type nationally.</p><p>Ofqual has published a readily accessible analysis of summer 2021 GCSE and A level results. Ofqual reported on the ways it monitored awarding organisations’ delivery and award of qualifications to students in 2021. The report is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1010044/6828-2_Summer_2021_results_analysis_and_quality_assurance_-_GCSE_and_A_level.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1010044/6828-2_Summer_2021_results_analysis_and_quality_assurance_-_GCSE_and_A_level.pdf</a>. In its report on equalities analysis, published in summer 2021, Ofqual reported examination boards found no evidence that teachers’ judgements were systemically biased in favour of any group of students. This report is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1010126/6828-3_Student-level_equalities_analysis_for_GCSE_and_A_level_summer_2021.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1010126/6828-3_Student-level_equalities_analysis_for_GCSE_and_A_level_summer_2021.pdf</a>.</p><p>Ofqual’s findings show general stability in the differences in outcomes for students with different protected characteristics, compared to previous years and increases in outcomes for various groups. Ofqual has reported that this suggests changes to the assessment arrangements in 2021 have lessened the unevenness in outcomes otherwise observable. The government remains committed to providing world-class education and training for everyone, no matter their background or characteristics, and will continue to take the action needed to address disparities to help all pupils make up learning lost as a result of the COVID-19 outbreak.</p><p>Teachers, schools and colleges did a good job in using their collective experience to assess students in 2021. However, the government is clear that exams remain the best and fairest form of assessment, which is why it is determined exams will take place this summer with adaptations to maximise fairness for young people.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 121734 121735 question first answered 21/02/2022 12:46:42 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1421185

	registered interest
	date	09/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Private Education: GCE A-level
	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 reasons for the sharp rise in the proportion of A-level grades awarded at A* between 2019 and 2021 in private schools in England.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	121734
	answer	answer is ministerial correction date of answer 21/02/2022 answer text <p>Parents and students can have confidence in the grades awarded in 2021. Overall results in 2021 showed success for those targeting the top grades from all types of schools and from all student backgrounds. The grades awarded reflected students’ hard work in what was a hugely challenging year.</p><p>Examination boards set out clear requirements for a robust yet proportionate quality assurance process that supported teachers to make judgements and ensured students received meaningful grades. There was a process for both internal and external quality assurance. Additionally, all centres, including independent schools, had their processes for awarding grades checked by examination boards to assure arrangements were appropriate.</p><p>All schools submitted a selection of student evidence to examination boards, which then scrutinised a sample of this work. Of the sample of 1,101 centres with examined submissions, 55% were secondary schools or academies, 18% were independent or selective centres, 13% were further education colleges, sixth forms or tertiary colleges, and 13% were other centre types, including free schools. This is broadly in line with the proportion of each centre type nationally.</p><p>Ofqual has published a readily accessible analysis of summer 2021 GCSE and A level results. Ofqual reported on the ways it monitored awarding organisations’ delivery and award of qualifications to students in 2021. The report is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1010044/6828-2_Summer_2021_results_analysis_and_quality_assurance_-_GCSE_and_A_level.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1010044/6828-2_Summer_2021_results_analysis_and_quality_assurance_-_GCSE_and_A_level.pdf</a>. In its report on equalities analysis, published in summer 2021, Ofqual reported examination boards found no evidence that teachers’ judgements were systemically biased in favour of any group of students. This report is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1010126/6828-3_Student-level_equalities_analysis_for_GCSE_and_A_level_summer_2021.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1010126/6828-3_Student-level_equalities_analysis_for_GCSE_and_A_level_summer_2021.pdf</a>.</p><p>Ofqual’s findings show general stability in the differences in outcomes for students with different protected characteristics, compared to previous years and increases in outcomes for various groups. Ofqual has reported that this suggests changes to the assessment arrangements in 2021 have lessened the unevenness in outcomes otherwise observable. The government remains committed to providing world-class education and training for everyone, no matter their background or characteristics, and will continue to take the action needed to address disparities to help all pupils make up learning lost as a result of the COVID-19 outbreak.</p><p>Teachers, schools and colleges did a good job in using their collective experience to assess students in 2021. However, the government is clear that exams remain the best and fairest form of assessment, which is why it is determined exams will take place this summer with adaptations to maximise fairness for young people.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 121733 121735 question first answered 21/02/2022 12:46:42 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1421186

	registered interest
	date	09/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Private Education: GCE A-level
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what lessons his Department is seeking to learn for assessments in summer 2022 from the sharp rise in the proportion of A-level grades awarded at A* between 2019 and 2021 in private schools in England.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	121735
	answer	answer is ministerial correction date of answer 21/02/2022 answer text <p>Parents and students can have confidence in the grades awarded in 2021. Overall results in 2021 showed success for those targeting the top grades from all types of schools and from all student backgrounds. The grades awarded reflected students’ hard work in what was a hugely challenging year.</p><p>Examination boards set out clear requirements for a robust yet proportionate quality assurance process that supported teachers to make judgements and ensured students received meaningful grades. There was a process for both internal and external quality assurance. Additionally, all centres, including independent schools, had their processes for awarding grades checked by examination boards to assure arrangements were appropriate.</p><p>All schools submitted a selection of student evidence to examination boards, which then scrutinised a sample of this work. Of the sample of 1,101 centres with examined submissions, 55% were secondary schools or academies, 18% were independent or selective centres, 13% were further education colleges, sixth forms or tertiary colleges, and 13% were other centre types, including free schools. This is broadly in line with the proportion of each centre type nationally.</p><p>Ofqual has published a readily accessible analysis of summer 2021 GCSE and A level results. Ofqual reported on the ways it monitored awarding organisations’ delivery and award of qualifications to students in 2021. The report is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1010044/6828-2_Summer_2021_results_analysis_and_quality_assurance_-_GCSE_and_A_level.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1010044/6828-2_Summer_2021_results_analysis_and_quality_assurance_-_GCSE_and_A_level.pdf</a>. In its report on equalities analysis, published in summer 2021, Ofqual reported examination boards found no evidence that teachers’ judgements were systemically biased in favour of any group of students. This report is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1010126/6828-3_Student-level_equalities_analysis_for_GCSE_and_A_level_summer_2021.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1010126/6828-3_Student-level_equalities_analysis_for_GCSE_and_A_level_summer_2021.pdf</a>.</p><p>Ofqual’s findings show general stability in the differences in outcomes for students with different protected characteristics, compared to previous years and increases in outcomes for various groups. Ofqual has reported that this suggests changes to the assessment arrangements in 2021 have lessened the unevenness in outcomes otherwise observable. The government remains committed to providing world-class education and training for everyone, no matter their background or characteristics, and will continue to take the action needed to address disparities to help all pupils make up learning lost as a result of the COVID-19 outbreak.</p><p>Teachers, schools and colleges did a good job in using their collective experience to assess students in 2021. However, the government is clear that exams remain the best and fairest form of assessment, which is why it is determined exams will take place this summer with adaptations to maximise fairness for young people.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 121733 121734 question first answered 21/02/2022 12:46:42 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1421305

	registered interest
	date	09/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education: Standards
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department is taking to help tackle inequalities in education outcomes in (a) Coventry North East constituency, (b) Coventry, (c) the West Midlands and (d) England.
	tabling member constituency	Coventry North East
	tabling member printed	Colleen Fletcher
	uin	121784
	answer	answer is ministerial correction date of answer 21/02/2022 answer text <p>Enabling every child, irrespective of their background, to realise their potential at school has been at the centre of this government’s education policy since 2010. The department is committed to supporting all disadvantaged pupils in England and has put in place several significant policy measures to help schools address the barriers to success that these pupils face. Since 2011, we have been providing extra funding, £2.6 billion this year alone, through the pupil premium, for school leaders to boost the progress and attainment of their disadvantaged pupils.</p><p>Information about allocations of pupil premium at a national, local authority and parliamentary constituency level is available here: <a href="https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2021-to-2022" target="_blank">https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2021-to-2022</a>.</p><p>More than £6.82 million of pupil premium funding is being allocated to eligible schools in the Coventry North East constituency over the course of the 2021/22 financial year.</p><p>Schools in the Coventry local authority are being allocated pupil premium funding of nearly £18.5 million in the 2021/22 financial year. Eligible schools in the West Midlands will receive over £327 million.</p><p>To ensure schools have the tools to make effective use of this funding, the department established the £137 million Education Endowment Foundation. It carries out extensive research to produce guidance reports for schools setting out how they can use the additional funding to best improve their disadvantaged pupils’ outcomes.</p><p>In addition to protecting pupil premium funding rates, the department has announced additional funding of nearly £5 billion since June 2020 to support education recovery for children and young people in schools, colleges and early years education providers.</p><p>Recovery programmes have been designed to allow early years, school and college leaders to support those pupils most in need, including the most disadvantaged. We have also expanded our reforms in two areas where the evidence is clear that our investment will have a significant impact for disadvantaged children: high quality tutoring and great teaching.</p><p>Education recovery programmes include the Catch Up Premium and Recovery Premium, with funding worth over £1.9 billion for the 2020/21 to 2023/24 academic years. Recovery Premium allocations are based on pupil premium eligibility and can be used by schools on evidence-based activities to support those who need it most.</p><p>Schools in Coventry will receive Recovery Premium funding worth nearly £1 million over the current academic year, further helping to tackle inequalities in education outcomes.</p><p>The £1.5 billion for tutoring will allow us to provide up to 100 million tutoring hours for children and young people across England by 2024. This will expand high-quality tutoring in every part of country so that small group tuition is available to every child who needs help catching up, not just those who can afford it.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 21/02/2022 13:58:45 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4378 label Biography information for Colleen Fletcher

1420983

	registered interest
	date	08/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Primary Education: Pupil Exclusions
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will publish the proportion of primary schools in England which excluded five or more children from state school in the years (a) 2018-2019, (b) 2019-2020 and (c) 2020-2021.
	tabling member constituency	Dulwich and West Norwood
	tabling member printed	Helen Hayes
	uin	120849
	answer	answer is ministerial correction date of answer 21/02/2022 answer text <p>The attached table shows the number and percentage of schools in England with five or more permanent exclusions.</p><p>This information has been calculated from the published data on the numbers and rates of permanent exclusions and suspensions in the National Statistics release “Permanent exclusions and suspensions in England”, available to view here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england</a>.</p><p>In the open data section, the file on permanent exclusions and suspensions by geographic area includes school level data. Data is not yet available for the academic year 2020/21, this is due to be published in July 2022.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 120850 question first answered 21/02/2022 16:01:25 answering member 4091 label Biography information for Mr Robin Walker attachment 1 file name 120849_120850_schools_with_5_or_more_exclusions.pdf title 120849_120850_table
	tabling member	4510 label Biography information for Helen Hayes

1420984

	registered interest
	date	08/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Secondary Education: Pupil Exclusions
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will publish the proportion of secondary schools in England which excluded five or more children from state school in the years (a) 2018-2019, (b) 2019-2020 and (c) 2020-2021.
	tabling member constituency	Dulwich and West Norwood
	tabling member printed	Helen Hayes
	uin	120850
	answer	answer is ministerial correction date of answer 21/02/2022 answer text <p>The attached table shows the number and percentage of schools in England with five or more permanent exclusions.</p><p>This information has been calculated from the published data on the numbers and rates of permanent exclusions and suspensions in the National Statistics release “Permanent exclusions and suspensions in England”, available to view here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england</a>.</p><p>In the open data section, the file on permanent exclusions and suspensions by geographic area includes school level data. Data is not yet available for the academic year 2020/21, this is due to be published in July 2022.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 120849 question first answered 21/02/2022 16:01:25 answering member 4091 label Biography information for Mr Robin Walker attachment 1 file name 120849_120850_schools_with_5_or_more_exclusions.pdf title 120849_120850_table
	tabling member	4510 label Biography information for Helen Hayes

1421294

	registered interest
	date	09/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupil Exclusions
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will publish the number of state (a) primary and (b) secondary school permanent exclusions by (i) type of school, (ii) ethnicity and (iii) age for each year since 2010.
	tabling member constituency	Dulwich and West Norwood
	tabling member printed	Helen Hayes
	uin	121856
	answer	answer is ministerial correction date of answer 21/02/2022 answer text <p>The requested information has been published in the national statistics release “Permanent exclusions and suspensions in England”, available here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england</a>.</p><p> </p><p>In the open data section, the file on permanent exclusions and suspensions by characteristic includes data by primary and secondary schools by ethnicity and age by year. In addition, the file by geography includes school level data with academy type.</p><p> </p><p>In the open data section, the create table function has been used to produce the table showing permanent exclusions by age and ethnicity for primary and secondary schools by year: <a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/8caf46bb-7a43-46b9-a976-be124ee79a1b" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/8caf46bb-7a43-46b9-a976-be124ee79a1b</a>.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 21/02/2022 13:31:58 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4510 label Biography information for Helen Hayes

1421296

	registered interest
	date	09/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Attendance
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what the attendance rate was for children attending alternative provision in (a) 2018-19, (b) 2019-20 and (c) 2020-21.
	tabling member constituency	Dulwich and West Norwood
	tabling member printed	Helen Hayes
	uin	121858
	answer	answer is ministerial correction date of answer 21/02/2022 answer text <p>The department collects data on two types of alternative provision:</p><ul><li>Local authority maintained establishments providing alternative provision are often referred to as pupil referral units. There are also an increasing number of alternative provision academies and free schools and these are combined in our statistics. This data is collected through the school census.</li></ul><p> </p><ul><li>Data on local authority funded alternative provision is collected via the alternative provision census. This includes pupils attending establishments not maintained by a local authority for whom the authority is paying full tuition fees or educated otherwise under arrangements made (and funded) by the authority.</li></ul><p> </p><p>The department publishes the absence rates of pupils attending pupil referral units (including academy and free school alternative provision) at: <a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/70f42a79-a916-45bd-a4c0-ae22ff27356f" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/70f42a79-a916-45bd-a4c0-ae22ff27356f</a>. No absence data is collected for pupils attending local authority funded alternative provision.</p><p> </p><p>Due to the impact of the COVID-19 outbreak, absence data for the full academic year 2019/20 is not available. The full year absence data for 2020/21 will be published on 24 March 2022.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 21/02/2022 15:14:19 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4510 label Biography information for Helen Hayes