Show Search Form

Search Results

registered interest	true false
date	exactly: or between: and
answering body
answering dept id
answering dept short name
answering dept sort name
hansard heading
house id
legislature	pref label
question text
tabling member constituency
tabling member printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member constituency answering member printed grouped question UIN question first answered answering member label attachment file name title
tabling member	label

Search

1377875

registered interest
date	12/11/2021
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 steps his Department is taking to ensure that schools in (a) Coventry North East constituency, (b) Coventry, (c) the West Midlands and (d) England do not have to reduce funding to learning to manage ongoing costs relating to the outbreak of covid-19.
tabling member constituency	Coventry North East
tabling member printed	Colleen Fletcher
uin	73859
answer	answer is ministerial correction date of answer 17/11/2021 answer text <p>Teachers, school leaders, and pupils have made a huge contribution to the nation’s efforts to respond to the challenges arising from the COVID-19 outbreak, and the department is very grateful for their continued hard work. Throughout the COVID-19 outbreak, we have ensured that all schools continued to receive their core funding as normal, regardless of any periods of reduced attendance.</p><p> </p><p>The department recognises that some schools may be facing pressures this winter. In Spending Review 2021, we announced we are continuing to deliver year on year, real terms per pupil increases to school funding, investing a further £4.7 billion by the 2024-25 financial year for the core schools budget in England, over and above the Spending Review 2019 settlement for schools in 2022-23. This builds on the largest cash boost for schools in a decade provided at the Spending Review in 2019. This £4.7 billion includes a further £1.6 billion in the 2022-23 financial year, on top of the £2.4 billion increase over 2021-22 levels already announced as part of the 2019 spending round, meaning a year-on-year 5% real terms per pupil boost in 2022-23 financial year compared to 2021-22. This will rapidly give schools the resources they need to raise attainment, meet the cost of the Health and Social Care Levy, increase teacher pay and continue to rise to the challenges of COVID-19 response and recovery.</p><p> </p><p>Schools in Coventry North East are attracting £98.4 million in total this year, a 2.5% cash increase, through the schools national funding formula. This reflects an increase of 2.4% in pupil-led funding compared to the 2020-21 financial year. School leaders have the flexibility to make their own decisions on how to prioritise their spending to invest in a range of resources and activities that will best support their staff and pupils.</p><p> </p><p>In addition to the increase in core funding for schools, schools will receive a £1 billion recovery premium over the next two years to help those pupils most in need of support to catch up. This will help to deliver evidence-based approaches to support the most disadvantaged pupils, and means every school in England will have more money to support young people’s recovery from the impact of the COVID-19 outbreak.</p><p> </p><p>This £1 billion comes on top of recovery interventions announced previously, including £1.5 billion investment in tutoring in schools and colleges, £400 million investment in expanding training opportunities in early years and schools settings, £950 million in flexible funding for schools, £200 million for summer schools, £17 million for early language support, and the opportunity for year 13 students to repeat their final year in the 2021-2022 academic year.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 17/11/2021 13:06:43 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4378 label Biography information for Colleen Fletcher

1377878

registered interest
date	12/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Financial Services: Primary 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 adequacy of the provision of financial education at a primary level; and if he will make a statement on Talk Money week.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	73805
answer	answer is ministerial correction date of answer 17/11/2021 answer text <p>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 department has introduced a rigorous mathematics curriculum, which provides 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 more 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. To enable schools to plan their whole curriculum, we also published a non-statutory citizenship curriculum for key stage 1 and key stage 2. This curriculum 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. However, the department does not monitor this and trusts schools to use their professional judgement and understanding of their pupils to 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. Further information on this can be found at: <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>The department provided a supportive foreword for the guidance, which is aimed at encouraging conversations about money in the classroom by setting out ten steps schools can take to boost the delivery of financial education. The guidance was developed in consultation with financial education experts and is designed to support school leaders and education decision makers 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.</p><p>The department will continue to work closely with the MaPS and other organisations 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 73806 question first answered 17/11/2021 13:39:04 answering member 4091 label Biography information for Mr Robin Walker
tabling member	3985 label Biography information for Robert Halfon

1377879

registered interest
date	12/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Financial Services: Primary Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, in the context of Talk Money week, what plans he has to promote discussions on money in primary schools; and if he will make a statement.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	73806
answer	answer is ministerial correction date of answer 17/11/2021 answer text <p>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 department has introduced a rigorous mathematics curriculum, which provides 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 more 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. To enable schools to plan their whole curriculum, we also published a non-statutory citizenship curriculum for key stage 1 and key stage 2. This curriculum 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. However, the department does not monitor this and trusts schools to use their professional judgement and understanding of their pupils to 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. Further information on this can be found at: <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>The department provided a supportive foreword for the guidance, which is aimed at encouraging conversations about money in the classroom by setting out ten steps schools can take to boost the delivery of financial education. The guidance was developed in consultation with financial education experts and is designed to support school leaders and education decision makers 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.</p><p>The department will continue to work closely with the MaPS and other organisations 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 73805 question first answered 17/11/2021 13:39:04 answering member 4091 label Biography information for Mr Robin Walker
tabling member	3985 label Biography information for Robert Halfon

1377942

registered interest
date	12/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Remote Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answers of 2 November 2021 to Questions 62860 and 62861 on Remote Education, whether the Department’s Get Help with Remote Education guidance actively supports the use of (a) Google and (b) Microsoft products over challenger companies.
tabling member constituency	St Albans
tabling member printed	Daisy Cooper
uin	73970
answer	answer is ministerial correction date of answer 18/11/2021 answer text <p>The guidance shares details of the digital platforms programme, which informs a school how to apply for a platform through our partners Microsoft and Google. Schools are also free to consider other providers with chargeable services in this area to deliver specific elements of online education, where they see fit.</p><p>The digital platforms programme is closing to new applications on 30 November 2021, after which schools can continue to apply for free licensing of the Microsoft and Google platforms, directly with those companies, or seek alternatives.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 73971 question first answered 18/11/2021 11:49:44 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4769 label Biography information for Daisy Cooper

1377943

registered interest
date	12/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Remote Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answers of 2 November 2021 to Questions 62860 and 62861 on Remote Education, whether his Department plans to remove references to specific digital platforms from its Get Help with Remote Education guidance to avoid actively supporting or mandating individual products.
tabling member constituency	St Albans
tabling member printed	Daisy Cooper
uin	73971
answer	answer is ministerial correction date of answer 18/11/2021 answer text <p>The guidance shares details of the digital platforms programme, which informs a school how to apply for a platform through our partners Microsoft and Google. Schools are also free to consider other providers with chargeable services in this area to deliver specific elements of online education, where they see fit.</p><p>The digital platforms programme is closing to new applications on 30 November 2021, after which schools can continue to apply for free licensing of the Microsoft and Google platforms, directly with those companies, or seek alternatives.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 73970 question first answered 18/11/2021 11:49:44 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4769 label Biography information for Daisy Cooper

1378159

registered interest
date	12/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Staff
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many (a) teachers and (b) other school staff have been absent from working in schools in each month since January 2020.
tabling member constituency	Twickenham
tabling member printed	Munira Wilson
uin	73980
answer	answer is ministerial correction date of answer 17/11/2021 answer text <p>The daily education setting (EdSet) survey asks schools and colleges to report data such as on-site attendance and COVID-19 absence.</p><p>From 12 October 2020, the survey of educational settings asked schools and colleges for information on the absence of teachers and school leaders, and teaching assistants and other staff, who were unable to work on-site. This data is not available prior to 12 October 2020.</p><p>Data is available from 12 October 2020 to 21 October 2021, see table 1d (excluding holidays) and table 1a (schools not on holiday during half term and Easter) in <a href="https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak/2021-week-44" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak/2021-week-44</a>.</p><p>Information on the number and rates of teacher sickness absence are published in the ‘School Workforce in England’ statistical publication at the following link: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england</a>.</p><p>To reduce burdens on schools during the COVID-19 outbreak, the return of absence data for the 2019/20 academic year was not required in the ongoing 2020 School Workforce Census. Schools will not be asked to submit 2020 census absence data retrospectively in future censuses.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 17/11/2021 16:34:05 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4776 label Biography information for Munira Wilson

1378160

registered interest
date	12/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Educational Institutions: Energy
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 additional energy costs that educational establishments are facing this winter; and what additional funding his Department is planning to make available to educational establishments to cover any potential additional costs.
tabling member constituency	Twickenham
tabling member printed	Munira Wilson
uin	73981
answer	answer is ministerial correction date of answer 17/11/2021 answer text <p>The department recognises that educational establishments may be facing pressures this winter, including where energy prices have increased. Educational establishments, including schools, higher and further education institutions, are autonomous institutions. They are therefore responsible for estimating and meeting their own energy costs.</p><p> </p><p>Schools have the flexibility to make their own decisions on how to prioritise their spending to invest in a range of resources that will best support their staff and pupils. The 2021 Spending Review secured an additional £4.7 billion in the core school budget by the 2024-25 financial year compared to previous plans. This means the core schools budget will see a real terms per pupil increase in each of the next three years</p><p> </p><p>The £4.7 billion investment includes a further £1.6 billion in the 2022-23 financial year, on top of the year on year increase already announced as part of the 2019 spending round. This additional funding will help the school sector respond to the pressures the department knows they are facing, for example on energy costs and Health and Social Care Levy from April 2022. We will make announcements on the breakdown of the 2023-24 and 2024-25 core school budget in due course, as well as the distribution of the additional £1.6 billion of funding confirmed for 2022-23.</p><p> </p><p>At the 2021 Spending Review the department announced an investment of £3.8 billion more in further education and skills over the Parliament as a whole, to ensure people can access high-quality training and education that leads to good jobs, addresses skills gaps, boosts productivity and supports levelling up. This includes an extra £1.6 billion per year for 16-19 education in financial year 2024-25 compared with 2021-22. This will fully fund the additional students the department anticipates in the system, pay for the increasing take-up of T Levels, maintain funding per student in real terms, and enable increased time in education for all 16 to 19 year olds. We will set out details of how this additional funding will be allocated in due course.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 17/11/2021 13:09:59 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4776 label Biography information for Munira Wilson

1378165

registered interest
date	12/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Supply Teachers
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what (a) national total and (b) average per school cost was of using supply teachers in the financial years (i) 2018-19, (ii) 2019-20, (iii) 2020-21 and (iv) 2021-22 to November 2021.
tabling member constituency	Twickenham
tabling member printed	Munira Wilson
uin	73985
answer	answer is ministerial correction date of answer 17/11/2021 answer text <p>The requested information for all available years is shown in the attached table.</p><p> </p><p>Information for local authority maintained schools was sourced from consistent financial reporting. The latest year for which this is available is the 2019-20 financial year, and is available as part of the publication, Local Authority and School Expenditure, available here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure/2019-20" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure/2019-20</a>. Information is also available at school level on the Financial Benchmarking website available here: <a href="https://schools-financial-benchmarking.service.gov.uk/" target="_blank">https://schools-financial-benchmarking.service.gov.uk/</a>. Information for the 2020-21 financial year will be published in December 2021. Information for the 2021-22 financial year will be collected in summer 2022.</p><p> </p><p>Information on academies was sourced from academy accounts returns. Information for both school level and central expenditure by multi academy trusts is published on the Financial Benchmarking available here: <a href="https://schools-financial-benchmarking.service.gov.uk/" target="_blank">https://schools-financial-benchmarking.service.gov.uk/</a>. The latest available information is for the 2019-20 academic year. Information for the 2020-21 academic year will be available in early spring 2022. Information for the 2021-22 academic year will be collected in autumn 2022.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 17/11/2021 13:17:59 answering member 4091 label Biography information for Mr Robin Walker attachment 1 file name 73985_table_showing_cost_of_supply_staff.xlsx title 73985_table
tabling member	4776 label Biography information for Munira Wilson

1367297

registered interest
date	09/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	School Exclusions Review
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what his planned timetable is for completing implementation of the commitments made in response to The Timpson review of school exclusion.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Paula Barker
uin	72621
answer	answer is ministerial correction date of answer 16/11/2021 answer text <p>The government is actively taking forward the recommendations from the Timpson Review of School Exclusion through its ambitious programme of action on behaviour, exclusion and alternative provision, which will back head teachers’ powers to use exclusion when they need to, enable schools to support children at risk of exclusion, and ensure that excluded children continue to receive a good education.</p><p>The department published a call for evidence on behaviour management strategies, in-school units and managed moves in June this year and will shortly be consulting on new statutory guidance on suspensions and permanent exclusions. In addition, as part of the special educational needs and disabilities (SEND) Review, we will be setting out our plans for reforming alternative provision so it can provide leadership and expertise across the whole school system to incentivise early support, and to ensure stable and high-quality provision for those children and young people most at risk of disengaging from education.</p><p>The department will be bringing forward proposals for public consultation in the first three months of 2022.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 16/11/2021 16:29:10 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4828 label Biography information for Paula Barker

1367399

registered interest
date	09/11/2021
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 (a) quantitative and (b) qualitative research his Department has commissioned on the reasons for lower levels of average educational attainment in the different regions and counties of England.
tabling member constituency	North West Durham
tabling member printed	Mr Richard Holden
uin	72613
answer	answer is ministerial correction date of answer 17/11/2021 answer text <p>The department’s research and commissioned research are published on <a href="https://www.gov.uk/government/organisations/department-for-education/about/research" target="_blank">GOV.UK</a>. A selection of the research focussed on regional attainment disparities are provided below. These research reports focus on early years, learning loss and the impact of the COVID-19 outbreak, opportunity areas, and the London effect.</p><ul><li>Regional differences in attainment in the early years: <a href="https://www.gov.uk/government/publications/regional-differences-in-attainment-in-the-early-years" target="_blank">https://www.gov.uk/government/publications/regional-differences-in-attainment-in-the-early-years</a></li><li>Education Policy Institute (EPI) research for the Department for Education on pupil learning loss: <a href="https://epi.org.uk/publications-and-research/department-for-education-publishes-new-epi-research-on-pupil-learning-loss/" target="_blank">https://epi.org.uk/publications-and-research/department-for-education-publishes-new-epi-research-on-pupil-learning-loss/</a></li><li>Understanding progress in the 2020/21 academic year: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1029841/Understanding_progress_in_the_2020-21_academic_year_Report_4_October2021.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1029841/Understanding_progress_in_the_2020-21_academic_year_Report_4_October2021.pdf</a></li><li>Opportunity areas: <a href="https://www.gov.uk/government/publications/social-mobility-and-opportunity-areas" target="_blank">https://www.gov.uk/government/publications/social-mobility-and-opportunity-areas</a></li><li>Research and analysis overview: Examining the London advantage in attainment: evidence from Longitudinal Study of Young People in England (LSYPE): <a href="https://www.gov.uk/government/publications/examining-the-london-advantage-in-attainment-evidence-from-lsype" target="_blank">https://www.gov.uk/government/publications/examining-the-london-advantage-in-attainment-evidence-from-lsype</a></li><li>Statistics on the attainment of children at each stage are published on Explore Education Statistics by region and local authority: <a href="https://explore-education-statistics.service.gov.uk/find-statistics" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics</a></li></ul> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 17/11/2021 14:47:32 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4813 label Biography information for Mr Richard Holden