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1653085

registered interest
date	14/07/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Work Experience: Pupils
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many people aged 18 and under have undertaken work experience in each year since 2013.
tabling member constituency	Lewisham East
tabling member printed	Janet Daby
uin	194182
answer	answer is ministerial correction date of answer 20/07/2023 answer text <p>Every pupil should have first hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks. Experiences of the workplace should be tailored to the individual needs of the pupils involved and can demonstrate the capabilities of these pupils while providing them with first hand knowledge of the working environment.</p><p>Research evidence analysed for The Careers &amp; Enterprise Company suggests that work experience, supported internships or employment, employee preparation programmes, self determination training and family involvement are effective in enabling pupils and young adults with Special Educational Needs and Disabilities (SEND) to make a successful move from school to further or higher education, training, employment, or self-employment.</p><p>Research has also shown that disadvantaged pupils, who have fewer connections and social networks, disproportionately benefit from high quality interactions with employers. The Department knows that pupils who have had four or more encounters with employers, are 86% less likely to become not in education, employment or training (NEET), and they are likely to go on to earn 18% more.</p><p>The Careers &amp; Enterprise Company works with employers to open experiences of the workplace with the benefit of improving the career outcomes for pupils. Employers who take an active role in the careers process of pupils, can realise a whole host of benefits, from identifying a diverse range of skills and abilities they need within their own business, to improving their employee engagement and development.</p><p>Secondary schools and colleges are expected to adopt the Government’s careers framework, the Gatsby Benchmarks of Good Career Guidance, to develop and improve their careers programmes. The benchmarks describe eight aspects of high quality careers guidance based on international evidence. The proportion of schools and colleges fully achieving Gatsby Benchmark 6, experiences of the workplace, has increased from 37% in 2017/18 to 52% in 2021/22. Recent analysis also shows that 93% of students in reporting schools and colleges had at least one employer encounter last academic year, up from 82% in 2018/19. This shows that pupils are gaining more opportunities for work and the skills they need to succeed.</p><p>The Department’s grant funding arrangement with The Careers &amp; Enterprise Company represents good value for money to the public purse, at around £30 million this year. This funding is provided to support schools and colleges in delivering high quality careers programmes, in line with the Gatsby Benchmarks and including support for schools and colleges to facilitate experiences for the workplace for pupils.</p><p>The current delivery model, working towards the eight Gatsby Benchmarks with support from The Careers &amp; Enterprise Company, encourages schools and colleges to take a strategic approach to employer engagement, ensuring careers provision is embedded and sustainable in the long term.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 194183 194184 question first answered 20/07/2023 16:56:31 answering member 111 label Biography information for Nick Gibb
tabling member	4698 label Biography information for Janet Daby

1653086

registered interest
date	14/07/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Work Experience: Pupils
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will make an estimate of the cost to the public purse of providing work experience for all secondary school pupils.
tabling member constituency	Lewisham East
tabling member printed	Janet Daby
uin	194183
answer	answer is ministerial correction date of answer 20/07/2023 answer text <p>Every pupil should have first hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks. Experiences of the workplace should be tailored to the individual needs of the pupils involved and can demonstrate the capabilities of these pupils while providing them with first hand knowledge of the working environment.</p><p>Research evidence analysed for The Careers &amp; Enterprise Company suggests that work experience, supported internships or employment, employee preparation programmes, self determination training and family involvement are effective in enabling pupils and young adults with Special Educational Needs and Disabilities (SEND) to make a successful move from school to further or higher education, training, employment, or self-employment.</p><p>Research has also shown that disadvantaged pupils, who have fewer connections and social networks, disproportionately benefit from high quality interactions with employers. The Department knows that pupils who have had four or more encounters with employers, are 86% less likely to become not in education, employment or training (NEET), and they are likely to go on to earn 18% more.</p><p>The Careers &amp; Enterprise Company works with employers to open experiences of the workplace with the benefit of improving the career outcomes for pupils. Employers who take an active role in the careers process of pupils, can realise a whole host of benefits, from identifying a diverse range of skills and abilities they need within their own business, to improving their employee engagement and development.</p><p>Secondary schools and colleges are expected to adopt the Government’s careers framework, the Gatsby Benchmarks of Good Career Guidance, to develop and improve their careers programmes. The benchmarks describe eight aspects of high quality careers guidance based on international evidence. The proportion of schools and colleges fully achieving Gatsby Benchmark 6, experiences of the workplace, has increased from 37% in 2017/18 to 52% in 2021/22. Recent analysis also shows that 93% of students in reporting schools and colleges had at least one employer encounter last academic year, up from 82% in 2018/19. This shows that pupils are gaining more opportunities for work and the skills they need to succeed.</p><p>The Department’s grant funding arrangement with The Careers &amp; Enterprise Company represents good value for money to the public purse, at around £30 million this year. This funding is provided to support schools and colleges in delivering high quality careers programmes, in line with the Gatsby Benchmarks and including support for schools and colleges to facilitate experiences for the workplace for pupils.</p><p>The current delivery model, working towards the eight Gatsby Benchmarks with support from The Careers &amp; Enterprise Company, encourages schools and colleges to take a strategic approach to employer engagement, ensuring careers provision is embedded and sustainable in the long term.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 194182 194184 question first answered 20/07/2023 16:56:31 answering member 111 label Biography information for Nick Gibb
tabling member	4698 label Biography information for Janet Daby

1653087

registered interest
date	14/07/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Work Experience: Pupils
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of ensuring that all secondary school pupils have an opportunity to undertake work experience on (a) disadvantaged children and (b) inclusivity.
tabling member constituency	Lewisham East
tabling member printed	Janet Daby
uin	194184
answer	answer is ministerial correction date of answer 20/07/2023 answer text <p>Every pupil should have first hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks. Experiences of the workplace should be tailored to the individual needs of the pupils involved and can demonstrate the capabilities of these pupils while providing them with first hand knowledge of the working environment.</p><p>Research evidence analysed for The Careers &amp; Enterprise Company suggests that work experience, supported internships or employment, employee preparation programmes, self determination training and family involvement are effective in enabling pupils and young adults with Special Educational Needs and Disabilities (SEND) to make a successful move from school to further or higher education, training, employment, or self-employment.</p><p>Research has also shown that disadvantaged pupils, who have fewer connections and social networks, disproportionately benefit from high quality interactions with employers. The Department knows that pupils who have had four or more encounters with employers, are 86% less likely to become not in education, employment or training (NEET), and they are likely to go on to earn 18% more.</p><p>The Careers &amp; Enterprise Company works with employers to open experiences of the workplace with the benefit of improving the career outcomes for pupils. Employers who take an active role in the careers process of pupils, can realise a whole host of benefits, from identifying a diverse range of skills and abilities they need within their own business, to improving their employee engagement and development.</p><p>Secondary schools and colleges are expected to adopt the Government’s careers framework, the Gatsby Benchmarks of Good Career Guidance, to develop and improve their careers programmes. The benchmarks describe eight aspects of high quality careers guidance based on international evidence. The proportion of schools and colleges fully achieving Gatsby Benchmark 6, experiences of the workplace, has increased from 37% in 2017/18 to 52% in 2021/22. Recent analysis also shows that 93% of students in reporting schools and colleges had at least one employer encounter last academic year, up from 82% in 2018/19. This shows that pupils are gaining more opportunities for work and the skills they need to succeed.</p><p>The Department’s grant funding arrangement with The Careers &amp; Enterprise Company represents good value for money to the public purse, at around £30 million this year. This funding is provided to support schools and colleges in delivering high quality careers programmes, in line with the Gatsby Benchmarks and including support for schools and colleges to facilitate experiences for the workplace for pupils.</p><p>The current delivery model, working towards the eight Gatsby Benchmarks with support from The Careers &amp; Enterprise Company, encourages schools and colleges to take a strategic approach to employer engagement, ensuring careers provision is embedded and sustainable in the long term.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 194182 194183 question first answered 20/07/2023 16:56:31 answering member 111 label Biography information for Nick Gibb
tabling member	4698 label Biography information for Janet Daby

1646119

registered interest
date	20/06/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	School Teachers' Review Body
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether she has received the recommendations of the School Teachers' Review Body's 33rd report.
tabling member constituency	Lewisham East
tabling member printed	Janet Daby
uin	190494
answer	answer is ministerial correction date of answer 26/06/2023 answer text <p>As part of the normal pay round process, the independent School Teachers’ Review Body has submitted its report and recommendations to the Government on teacher pay for 2023/24. The Department is considering the recommendations and will publish the response and the report in the usual way, in due course.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 190495 question first answered 26/06/2023 16:40:25 answering member 111 label Biography information for Nick Gibb
tabling member	4698 label Biography information for Janet Daby

1646120

registered interest
date	20/06/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	School Teachers' Review Body
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, when she plans to publish the School Teachers’ Review Body 33rd report.
tabling member constituency	Lewisham East
tabling member printed	Janet Daby
uin	190495
answer	answer is ministerial correction date of answer 26/06/2023 answer text <p>As part of the normal pay round process, the independent School Teachers’ Review Body has submitted its report and recommendations to the Government on teacher pay for 2023/24. The Department is considering the recommendations and will publish the response and the report in the usual way, in due course.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 190494 question first answered 26/06/2023 16:40:25 answering member 111 label Biography information for Nick Gibb
tabling member	4698 label Biography information for Janet Daby

1646121

registered interest
date	20/06/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what data her Department holds on the real-terms level of core funding for schools in each year since 2010 using 2010 as the base year.
tabling member constituency	Lewisham East
tabling member printed	Janet Daby
uin	190496
answer	answer is ministerial correction date of answer 26/06/2023 answer text <p>The Government is committed to providing a world class education system for all pupils and has provided significant funding for education to achieve that.</p><p>The Autumn Statement 2022 announced additional investment of £2 billion in each of 2023/24 and 2024/25, over and above totals announced at the 2021 Spending Review. This means funding for mainstream schools and high needs is £3.5 billion higher in 2023/24, compared to 2022/23. That is on top of the £4 billion, year on year increase provided in 2022/23, an increase of £7.5 billion, or over 15%, in just two years.</p><p>This additional funding will enable head teachers to continue to invest in the areas that positively impact educational attainment, including high quality teaching and targeted support to the pupils who need it most. It will also help schools to manage higher costs, including higher energy bills and staff pay awards.</p><p>Total funding for both mainstream schools and high needs will total £58.8 billion in 2024/25. This is the highest ever level in real terms per pupil, as measured by the Institute for Fiscal Studies.</p><p>Information on funding for schools, in real terms, is available through the Department’s published data at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-funding-statistics" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-funding-statistics</a>. This sets out that that when adjusted for inflation, funding per pupil was broadly flat between 2010/11 and 2015/16 at around £6,700 in 2022/23 prices. It then fell by 3.8% over 2016/17 and 2017/18, but subsequently increased by 1.3% over 2018/19 and 2019/20. Since then, funding has increased by 10.3% over the course of the following four years, reaching £7,220 in 2023/24 (in 2022/23 prices).</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 26/06/2023 16:38:51 answering member 111 label Biography information for Nick Gibb
tabling member	4698 label Biography information for Janet Daby

1627710

registered interest
date	15/05/2023
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, whether she has made an assessment of the potential merits of including a list of student groups with disproportionately high exclusion rates in her Department’s statutory exclusion guidance.
tabling member constituency	Lewisham East
tabling member printed	Janet Daby
uin	185112
answer	answer is ministerial correction date of answer 23/05/2023 answer text <p>The Department remains committed to providing world class education, training, and care for everyone whatever their background, and to taking the action needed to address disparities.</p><p>Head teachers use suspensions and permanent exclusions when required, as part of creating calm, safe and supportive classrooms that bring out the best in every pupil. Schools should only use permanent exclusion as a last resort. The Department supports teachers in taking proportionate and measured steps to ensure good behaviour in schools.</p><p>The Department is aware that some groups of children have a greater likelihood of suspension and permanent exclusion than others, although local context means there will be different patterns across the country. The updated ‘Suspension and Permanent Exclusion’ guidance sets out that schools, local authorities, and local partners should work together to understand what lies behind local trends. This guidance is available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1101498/Suspension_and_Permanent_Exclusion_from_maintained_schools__academies_and_pupil_referral_units_in_England__including_pupil_movement.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1101498/Suspension_and_Permanent_Exclusion_from_maintained_schools__academies_and_pupil_referral_units_in_England__including_pupil_movement.pdf</a>.</p><p>The Department’s ‘Understanding your data: a guide for school governors and academy trustees’ makes clear that governing boards should carefully consider the level and characteristics of pupils who are leaving the school and challenge the school and academy trust management teams on any permanent exclusions to ensure it is only used as a last resort. This includes looking at suspensions, pupils taken off roll, those directed to be educated off site in Alternative Provision (AP), and whether there are any patterns to the reasons or timing of such moves.</p><p>Schools also have a clear duty not to discriminate against pupils based on protected characteristics under the Equality Act 2010. Ofsted’s assessment of behaviour in schools includes specific consideration of rates, patterns, and reasons for exclusions, as well as any differences between groups of pupils.</p><p>The Special Educational Needs and Disabilities and AP Implementation Plan, published on 2 March 2023, sets out a new national vision and delivery model for the AP system. As needs will be identified and supported early, this should reduce the numbers of preventable exclusions and expensive long term placements, and lead to improvements in pupils’ wellbeing and outcomes.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 185113 185117 question first answered 23/05/2023 15:47:26 answering member 111 label Biography information for Nick Gibb
tabling member	4698 label Biography information for Janet Daby

1627713

registered interest
date	15/05/2023
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, whether her Department is taking steps to tackle potential disparities in school exclusions among (a) different racial groups and (b) people with multiple protected characteristics.
tabling member constituency	Lewisham East
tabling member printed	Janet Daby
uin	185113
answer	answer is ministerial correction date of answer 23/05/2023 answer text <p>The Department remains committed to providing world class education, training, and care for everyone whatever their background, and to taking the action needed to address disparities.</p><p>Head teachers use suspensions and permanent exclusions when required, as part of creating calm, safe and supportive classrooms that bring out the best in every pupil. Schools should only use permanent exclusion as a last resort. The Department supports teachers in taking proportionate and measured steps to ensure good behaviour in schools.</p><p>The Department is aware that some groups of children have a greater likelihood of suspension and permanent exclusion than others, although local context means there will be different patterns across the country. The updated ‘Suspension and Permanent Exclusion’ guidance sets out that schools, local authorities, and local partners should work together to understand what lies behind local trends. This guidance is available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1101498/Suspension_and_Permanent_Exclusion_from_maintained_schools__academies_and_pupil_referral_units_in_England__including_pupil_movement.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1101498/Suspension_and_Permanent_Exclusion_from_maintained_schools__academies_and_pupil_referral_units_in_England__including_pupil_movement.pdf</a>.</p><p>The Department’s ‘Understanding your data: a guide for school governors and academy trustees’ makes clear that governing boards should carefully consider the level and characteristics of pupils who are leaving the school and challenge the school and academy trust management teams on any permanent exclusions to ensure it is only used as a last resort. This includes looking at suspensions, pupils taken off roll, those directed to be educated off site in Alternative Provision (AP), and whether there are any patterns to the reasons or timing of such moves.</p><p>Schools also have a clear duty not to discriminate against pupils based on protected characteristics under the Equality Act 2010. Ofsted’s assessment of behaviour in schools includes specific consideration of rates, patterns, and reasons for exclusions, as well as any differences between groups of pupils.</p><p>The Special Educational Needs and Disabilities and AP Implementation Plan, published on 2 March 2023, sets out a new national vision and delivery model for the AP system. As needs will be identified and supported early, this should reduce the numbers of preventable exclusions and expensive long term placements, and lead to improvements in pupils’ wellbeing and outcomes.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 185112 185117 question first answered 23/05/2023 15:47:26 answering member 111 label Biography information for Nick Gibb
tabling member	4698 label Biography information for Janet Daby

1627716

registered interest
date	15/05/2023
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, whether she is taking steps to improve (a) monitoring and (b) oversight of school exclusion rates.
tabling member constituency	Lewisham East
tabling member printed	Janet Daby
uin	185114
answer	answer is ministerial correction date of answer 23/05/2023 answer text <p>The Department collects data on suspensions and permanent exclusions from all state funded schools through the termly School Census. Schools must provide information on the type and reason for the exclusion for the previous two terms.</p><p>Prior to the 2021/22 academic year, data was published on an annual basis covering the whole academic year. Since November 2022 the Department has published the data on a termly basis.</p><p>This fulfils the Department’s commitment to the 2021 report ‘Strengthening Home Education’, where the Education Select Committee suggested that only having an annual statistical release on exclusions may prevent the identification of illegal exclusion practices.</p><p>To further improve the monitoring and oversight of school exclusions, the Department has taken further action by capturing the information directly from schools as part of the Daily Attendance Data Collection. This collects daily attendance data on schools' management information systems. Data is published fortnightly at Local Authority, regional and national level, allowing for more real time data on the use of the attendance code for exclusions (Code E).</p><p>To ensure Local Authorities receive real time data on all suspensions regardless of length, the Department took action through the School Discipline (Pupil Exclusions and Reviews) (England) (Amendment) Regulations 2022 requiring all schools since September 2022 to share suspension data with Local Authorities ‘without delay’, to assist Local Authorities and safeguarding agencies to successfully support the most vulnerable pupils.</p><p>The Department is investing over £50 million to fund specialist support in mainstream and Alternative Provision schools in the areas where serious violence most impacts pupils.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 185115 question first answered 23/05/2023 10:32:04 answering member 111 label Biography information for Nick Gibb
tabling member	4698 label Biography information for Janet Daby

1627720

registered interest
date	15/05/2023
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, whether her Department is taking steps to increase protections for victims of child criminal exploitation who are excluded from school.
tabling member constituency	Lewisham East
tabling member printed	Janet Daby
uin	185115
answer	answer is ministerial correction date of answer 23/05/2023 answer text <p>The Department collects data on suspensions and permanent exclusions from all state funded schools through the termly School Census. Schools must provide information on the type and reason for the exclusion for the previous two terms.</p><p>Prior to the 2021/22 academic year, data was published on an annual basis covering the whole academic year. Since November 2022 the Department has published the data on a termly basis.</p><p>This fulfils the Department’s commitment to the 2021 report ‘Strengthening Home Education’, where the Education Select Committee suggested that only having an annual statistical release on exclusions may prevent the identification of illegal exclusion practices.</p><p>To further improve the monitoring and oversight of school exclusions, the Department has taken further action by capturing the information directly from schools as part of the Daily Attendance Data Collection. This collects daily attendance data on schools' management information systems. Data is published fortnightly at Local Authority, regional and national level, allowing for more real time data on the use of the attendance code for exclusions (Code E).</p><p>To ensure Local Authorities receive real time data on all suspensions regardless of length, the Department took action through the School Discipline (Pupil Exclusions and Reviews) (England) (Amendment) Regulations 2022 requiring all schools since September 2022 to share suspension data with Local Authorities ‘without delay’, to assist Local Authorities and safeguarding agencies to successfully support the most vulnerable pupils.</p><p>The Department is investing over £50 million to fund specialist support in mainstream and Alternative Provision schools in the areas where serious violence most impacts pupils.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 185114 question first answered 23/05/2023 10:32:04 answering member 111 label Biography information for Nick Gibb
tabling member	4698 label Biography information for Janet Daby