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1422004

registered interest
date	10/02/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Coronavirus Workforce Fund for Schools
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what communications his Department sent out publicising the Coronavirus Workforce Fund to (a) schools and (b) trusts; and what the cost to the public purse was of those communications.
tabling member constituency	Twickenham
tabling member printed	Munira Wilson
uin	122840
answer	answer is ministerial correction date of answer 21/02/2022 answer text <p>The department promoted the COVID-19 workforce fund through multiple existing channels. This includes GOV.UK and sector emails, as well as relevant party forums and regional delivery teams, to communicate with schools and trusts across England and encourage eligible schools to access the support.</p><p>Existing resources were used to support this and therefore it is not possible to estimate the precise cost of the activity.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 21/02/2022 11:32:22 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4776 label Biography information for Munira Wilson

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

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

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

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

1421470

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	Platinum Jubilee 2022: Publications
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what is the estimated total cost to the public purse of publishing and distributing a commemorative book to mark the Queen's Platinum Jubilee in Wales.
tabling member constituency	Arfon
tabling member printed	Hywel Williams
uin	121696
answer	answer is ministerial correction date of answer 21/02/2022 answer text <p>The published value of the contract, which is being funded by the department, is £12 million to develop, print and distribute sufficient books for all children in primary state funded education across the UK. Costs have not been broken down on a country by country basis. We are producing a near double-length bilingual book for Wales which will cost the UK government more to produce than single language versions.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 21/02/2022 15:17:13 answering member 4091 label Biography information for Mr Robin Walker
tabling member	1397 label Biography information for Hywel Williams

1420753

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	Financial Services: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will conduct a UK-wide assessment of the financial capability of young people.
tabling member constituency	Weston-super-Mare
tabling member printed	John Penrose
uin	120722
answer	answer is ministerial correction date of answer 16/02/2022 answer text <p>All schools are required to provide a broad and balanced curriculum. Education on financial matters helps to ensure that young people are prepared to manage their money well, make sound financial decisions and know where to seek further information when needed.</p><p>The mathematics programmes of study provide young people with the knowledge and financial skills to make important financial decisions. In the primary mathematics curriculum, there is a strong emphasis on the essential arithmetic knowledge that pupils should be taught. This knowledge is vital, as a strong grasp of numeracy and numbers will underpin pupils’ ability to manage budgets and money, including, for example, using percentages. There is also some specific content about financial education, such as calculations with money.</p><p>In 2014 financial literacy was made statutory within the national curriculum as part of the citizenship curriculum for 11 to 16-year-olds. The department also published a non-statutory citizenship curriculum for 5 to 11-year-olds, which is clear that, by the end of primary education, pupils should be taught how to look after their money and realise that future wants and needs may be met through saving.</p><p>Primary schools are free to include additional content on financial management in their curricula, including working with external experts to ensure they develop the right teaching approach for their particular context.</p><p>The Money and Pensions Service (MAPS) published financial education guidance for primary and secondary schools in England on 11 November 2021, during Talk Money week. The guidance is designed to support school leaders to enhance the financial education currently delivered in their schools to make it memorable and impactful. The department supported MAPS with their communications activities during Talk Money week and is looking for future appropriate opportunities to promote the guidance. The guidance is available here: <a href="https://maps.org.uk/2021/11/11/financial-education-guidance-for-primary-and-secondary-schools-in-england/" target="_blank">https://maps.org.uk/2021/11/11/financial-education-guidance-for-primary-and-secondary-schools-in-england/</a>.</p><p>In the COVID-19 School Snapshot survey from June-September 2021, all leaders were asked if their school teaches pupils about managing money, such as how to make good decisions about spending and saving. The summary of findings showed that most did so but that it was more common amongst secondary schools (86%) than primary schools (60%). Schools with the lowest proportion of pupils eligible for free school meals were more likely than those on the highest proportion to teach pupils about managing money (70% vs. 59%).</p><p>MAPS are planning to carry out a UK wide children and young people financial capability survey later this year. The Delivery Plans for each nation are being published shortly and will detail plans to increase the provision of financial education for more children and young people across the UK.</p><p>The department will continue to work closely with MAPS and other stakeholders such as Her Majesty's Treasury, to consider learning from other sector initiatives and whether there is scope to provide further support for the teaching of financial education in schools.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 120723 120724 120726 120727 question first answered 16/02/2022 12:02:23 answering member 4091 label Biography information for Mr Robin Walker
tabling member	1584 label Biography information for John Penrose