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1167400

registered interest
date	30/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Mental Health
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to ensure that students who are particularly vulnerable to mental health issues are (a) identified and (b) receive support after a terrorist incident near their school or home.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	7632
answer	answer is ministerial correction date of answer 04/11/2019 answer text <p>I refer the hon. Member for Coventry South to the answer I gave on 4 November 2019 to Questions <a href="https://www.parliament.uk/business/publications/written-questions-answers-statements/written-questions-answers/?page=1&amp;max=20&amp;questiontype=AllQuestions&amp;house=commons%2Clords&amp;uin=7039" target="_blank">7039, 7040, 7041, and 7042.</a></p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 04/11/2019 16:31:33 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1167178

registered interest
date	29/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children and Young People: Mental Health
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment his Department has made of the effect on the mental health of (a) children under 12 and (b) young people under 18 of terrorist attacks near their school or home.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	7039
answer	answer is ministerial correction date of answer 04/11/2019 answer text <p>​The Department is committed to supporting schools to promote good mental wellbeing, provide a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it. This can be especially important for children who have experienced trauma. In November 2018, the Department updated its advice on Mental Health and Behaviour in Schools. It directs schools towards information on how trauma and adverse childhood experiences such as bereavement can affect individual children and how schools can adapt their approach to support these pupils within the context of a school environment which sets clear expectations of behaviour and clear routines. It also highlights the importance of continuous professional development to ensure staff have the knowledge and confidence to identify the early signs of mental health problems.</p><p>The Department is taking forward the proposals set out in our green paper ‘Transforming Children and Young People’s Mental Health Provision’. There are three core commitments, which are intended to support local areas to support children and young people’s mental health as quickly as possible.</p><p>The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS children and young people’s mental health staff) and the piloting of a four-week waiting time for access to specialist NHS children and young people’s mental health services. As part of the Green Paper proposals, the Government also committed to provide Mental Health Awareness Training for a member of staff from all state funded secondary schools in England by March 2020. This programme is funded and managed by DHSC.</p><p>The Department provides support for schools to help them manage their security effectively so that they can meet their obligations and ensure they have in place sensible and proportionate security policies and plans, covering various scenarios – including terrorism.  As part of our regular review, the Department has been working with educational institutions and local authorities to better understand what role it should play in supporting institutions to better prepare for and respond to a terrorist incident that affects the sector.  As a result, the Department has developed incident response guidance. This guidance signposts resources and highlights areas for consideration in the immediate aftermath and the days and weeks following a terrorist incident that affects pupils, students or staff. A key part of the guidance is signposting resources for those experiencing mental health issues as a result of terrorist incidents near their school or home. The Department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance we provide is accurate and includes the most relevant, up to date material. We expect to publish this in November.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 7040 7041 7042 question first answered 04/11/2019 13:49:19 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1167179

registered interest
date	29/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children and Young People: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment his Department has made of the effect of terrorist attacks on the academic progression of (a) children under 12 and (b) young people under 18 who live near to the place an attack happened.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	7040
answer	answer is ministerial correction date of answer 04/11/2019 answer text <p>​The Department is committed to supporting schools to promote good mental wellbeing, provide a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it. This can be especially important for children who have experienced trauma. In November 2018, the Department updated its advice on Mental Health and Behaviour in Schools. It directs schools towards information on how trauma and adverse childhood experiences such as bereavement can affect individual children and how schools can adapt their approach to support these pupils within the context of a school environment which sets clear expectations of behaviour and clear routines. It also highlights the importance of continuous professional development to ensure staff have the knowledge and confidence to identify the early signs of mental health problems.</p><p>The Department is taking forward the proposals set out in our green paper ‘Transforming Children and Young People’s Mental Health Provision’. There are three core commitments, which are intended to support local areas to support children and young people’s mental health as quickly as possible.</p><p>The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS children and young people’s mental health staff) and the piloting of a four-week waiting time for access to specialist NHS children and young people’s mental health services. As part of the Green Paper proposals, the Government also committed to provide Mental Health Awareness Training for a member of staff from all state funded secondary schools in England by March 2020. This programme is funded and managed by DHSC.</p><p>The Department provides support for schools to help them manage their security effectively so that they can meet their obligations and ensure they have in place sensible and proportionate security policies and plans, covering various scenarios – including terrorism.  As part of our regular review, the Department has been working with educational institutions and local authorities to better understand what role it should play in supporting institutions to better prepare for and respond to a terrorist incident that affects the sector.  As a result, the Department has developed incident response guidance. This guidance signposts resources and highlights areas for consideration in the immediate aftermath and the days and weeks following a terrorist incident that affects pupils, students or staff. A key part of the guidance is signposting resources for those experiencing mental health issues as a result of terrorist incidents near their school or home. The Department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance we provide is accurate and includes the most relevant, up to date material. We expect to publish this in November.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 7039 7041 7042 question first answered 04/11/2019 13:49:19 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1167180

registered interest
date	29/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to ensure that the (a) emotional, (b) organisational and (c) training needs of teachers are met when they support students who are (i) vulnerable and (ii) experiencing mental health issues as a result of terrorist incidents near their school or home.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	7041
answer	answer is ministerial correction date of answer 04/11/2019 answer text <p>​The Department is committed to supporting schools to promote good mental wellbeing, provide a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it. This can be especially important for children who have experienced trauma. In November 2018, the Department updated its advice on Mental Health and Behaviour in Schools. It directs schools towards information on how trauma and adverse childhood experiences such as bereavement can affect individual children and how schools can adapt their approach to support these pupils within the context of a school environment which sets clear expectations of behaviour and clear routines. It also highlights the importance of continuous professional development to ensure staff have the knowledge and confidence to identify the early signs of mental health problems.</p><p>The Department is taking forward the proposals set out in our green paper ‘Transforming Children and Young People’s Mental Health Provision’. There are three core commitments, which are intended to support local areas to support children and young people’s mental health as quickly as possible.</p><p>The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS children and young people’s mental health staff) and the piloting of a four-week waiting time for access to specialist NHS children and young people’s mental health services. As part of the Green Paper proposals, the Government also committed to provide Mental Health Awareness Training for a member of staff from all state funded secondary schools in England by March 2020. This programme is funded and managed by DHSC.</p><p>The Department provides support for schools to help them manage their security effectively so that they can meet their obligations and ensure they have in place sensible and proportionate security policies and plans, covering various scenarios – including terrorism.  As part of our regular review, the Department has been working with educational institutions and local authorities to better understand what role it should play in supporting institutions to better prepare for and respond to a terrorist incident that affects the sector.  As a result, the Department has developed incident response guidance. This guidance signposts resources and highlights areas for consideration in the immediate aftermath and the days and weeks following a terrorist incident that affects pupils, students or staff. A key part of the guidance is signposting resources for those experiencing mental health issues as a result of terrorist incidents near their school or home. The Department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance we provide is accurate and includes the most relevant, up to date material. We expect to publish this in November.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 7039 7040 7042 question first answered 04/11/2019 13:49:19 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1167181

registered interest
date	29/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to train and support senior leadership teams in schools to support their students after a terrorist attack close to the school or homes of their students.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	7042
answer	answer is ministerial correction date of answer 04/11/2019 answer text <p>​The Department is committed to supporting schools to promote good mental wellbeing, provide a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it. This can be especially important for children who have experienced trauma. In November 2018, the Department updated its advice on Mental Health and Behaviour in Schools. It directs schools towards information on how trauma and adverse childhood experiences such as bereavement can affect individual children and how schools can adapt their approach to support these pupils within the context of a school environment which sets clear expectations of behaviour and clear routines. It also highlights the importance of continuous professional development to ensure staff have the knowledge and confidence to identify the early signs of mental health problems.</p><p>The Department is taking forward the proposals set out in our green paper ‘Transforming Children and Young People’s Mental Health Provision’. There are three core commitments, which are intended to support local areas to support children and young people’s mental health as quickly as possible.</p><p>The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS children and young people’s mental health staff) and the piloting of a four-week waiting time for access to specialist NHS children and young people’s mental health services. As part of the Green Paper proposals, the Government also committed to provide Mental Health Awareness Training for a member of staff from all state funded secondary schools in England by March 2020. This programme is funded and managed by DHSC.</p><p>The Department provides support for schools to help them manage their security effectively so that they can meet their obligations and ensure they have in place sensible and proportionate security policies and plans, covering various scenarios – including terrorism.  As part of our regular review, the Department has been working with educational institutions and local authorities to better understand what role it should play in supporting institutions to better prepare for and respond to a terrorist incident that affects the sector.  As a result, the Department has developed incident response guidance. This guidance signposts resources and highlights areas for consideration in the immediate aftermath and the days and weeks following a terrorist incident that affects pupils, students or staff. A key part of the guidance is signposting resources for those experiencing mental health issues as a result of terrorist incidents near their school or home. The Department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance we provide is accurate and includes the most relevant, up to date material. We expect to publish this in November.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 7039 7040 7041 question first answered 04/11/2019 13:49:19 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1166765

registered interest
date	28/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies: Pay
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps the Government is taking to reduce the salaries of executives of academy schools earning more than £150,000 a year.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	6189
answer	answer is ministerial correction date of answer 31/10/2019 answer text <p>Academy trusts must exercise effective control over the use of public funding. That is why the Department has taken sustained action over the last two years to ensure executive pay is proportionate and justifiable.</p><p>Academy trusts are free to set their own salaries. Therefore, our challenge, and the consideration of the justification of any high executive salaries, takes into account factors including: educational performance, financial performance, the strength of the trust’s governance and the number of pupils being educated by the trust.</p><p>To date, the Department has challenged 278 academy trusts, both those paying a salary over £150,000 and those paying two or more over £100,000. The names of all these trusts are available on GOV.UK, along with guidance on the setting of executive pay. Since the Department commenced the challenge, 51 trusts have reduced salaries.</p><p>Most recently, the Department has strengthened the criteria for next year’s Condition Improvement Fund, which will incentivise academies and trusts to improve finances and governance. Bids will be assessed on a points based criteria and applicants outside of London will get a four-point deduction (a one-point deduction for trusts and academies in the greater London area) if they pay one salary over £150,000 or two or more salaries in excess of £100,000 and have failed to take appropriate action in response to our high pay challenge.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 31/10/2019 15:57:31 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1150687

registered interest
date	18/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupil Referral Units: GCSE
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whats steps the Government is taking to increase the proportion of students in pupil referral units achieving passes in GCSE (a) English and (b) Maths.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	1888
answer	answer is ministerial correction date of answer 23/10/2019 answer text <p>There are many reasons why children who attend alternative provision (AP) at Key Stage 4 may face challenges gaining good GCSE grades in English and maths. The Department is currently looking closely at what we need to do to ensure AP provides high quality education and the right support for these children that will enable them to succeed. The Department wants to be as ambitious for them as we are for all children and young people.</p><p>As part of this the Department has already launched a £4 million AP Innovation Fund which is delivering nine projects focused on testing ways to improve outcomes for children in AP.</p><p>The Department will build on the best practice that my right hon. Friend, the Secretary of State for Education and I have seen on visits to schools like Everton Free School and London East Alternative Provision school in Tower Hamlets.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 23/10/2019 15:42:19 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1146544

registered interest
date	26/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Private Tutors: Secondary Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate he has made of the number of secondary school teachers that have taken on private tuition outside school in the last two years.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	291227
answer	answer is ministerial correction date of answer 01/10/2019 answer text <p>The information requested is not held centrally.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 01/10/2019 15:26:20 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1146547

registered interest
date	26/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Private Tutors: Secondary Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate he has made of the number of secondary school children who receive private tuition.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	291228
answer	answer is ministerial correction date of answer 01/10/2019 answer text <p>The information requested is not held centrally. The Department does not collect data on the receipt of private tuition by children.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 01/10/2019 16:29:19 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1142776

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	History: GCE A-level and GCSE
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate he has made of the number of pupils learning about the British Empire at (a) GCSE and (b) A level.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	284393
answer	answer is ministerial correction date of answer 05/09/2019 answer text <p>The history curriculum gives teachers and schools the freedom and flexibility to use specific examples from history to teach pupils about the history of Britain and the wider world. This can include the topic of the British Empire. Schools and teachers are able to determine which examples, topics and resources to use to stimulate and challenge pupils, as well as reflect key points in history. A high quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past, and that of the wider world.</p><p> </p><p>The Department does not estimate the numbers of pupils being taught specific topics within the curriculum. Entries to history GCSE have increased by 7% from 2018, and there has been a 5% increase to A level history this year, meaning that history A level entries are now at a higher level than in 2010.</p><p> </p><p>The Department sets out the subject content for GCSE and A level history. Within this framework, exam boards have the flexibility to offer a greater focus on particular knowledge areas within the scope of the subject content, including, if they choose, the British Empire. Exam boards can only award GCSEs and A levels once the Office for Qualifications and Examinations regulation (Ofqual) accredits them. Ofqual accredits qualifications when it is confident that the exam board can comply with the requirements for the qualification on an ongoing basis.</p><p> </p><p>Although the subject content does not specifically require teaching on the British Empire, both GCSE and A level history must include a substantial element of British history and/or the history of England, Scotland, Ireland or Wales. The new GCSE subject content requires a minimum of 40% British history, and the new A level subject content requires a minimum of 20% British history.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 284400 question first answered 05/09/2019 16:52:19 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham