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1138443

registered interest
date	12/07/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Construction: Apprentices
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many apprenticeships were created in the construction sector in 2018.
tabling member constituency	Bootle
tabling member printed	Peter Dowd
uin	276218
answer	answer is ministerial correction date of answer 16/07/2019 answer text <p>The most recent statistics on apprenticeships starts by industry sector cover the academic years 2012/13 to 2016/17 and are published on GOV.UK:</p><p><a href="https://www.gov.uk/government/statistics/apprenticeships-in-england-by-industry-characteristics" target="_blank">https://www.gov.uk/government/statistics/apprenticeships-in-england-by-industry-characteristics</a>.</p><p>In 2016/17 there were:</p><ul><li>36,170 starts in the manufacturing sector;</li><li>1,620 starts in the energy sector; and</li><li>31,610 starts in the construction sector.</li></ul><p>Statistics for 2017/18 are due to be published in October 2019.</p> answering member constituency Guildford answering member printed Anne Milton grouped question UIN 276215 276216 question first answered 16/07/2019 11:38:48 answering member 1523 label Biography information for Anne Milton
tabling member	4397 label Biography information for Peter Dowd

1138607

registered interest
date	12/07/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies: Multi-academy Trusts
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent steps he has taken to help ensure that schools take the leading role in deciding whether to (a) form and (b) join a multi-academy trust.
tabling member constituency	Walsall North
tabling member printed	Eddie Hughes
uin	276587
answer	answer is ministerial correction date of answer 17/07/2019 answer text <p>The process to become an academy is school led, with schools’ Local Governing Bodies taking the initiative to apply to their Regional School Commissioners’ office on whether to join an existing academy trust, or form one with partner schools. The only exception to this, where the department takes a leading role, is where a school is judged as ‘inadequate’ by Ofsted, as the law requires the Secretary of State to make an order enabling the school to become an academy.</p><p> </p><p>The department aims to ensure that all schools considering becoming academies are able to join strong academy trusts, and this has historically been supported through trust capacity funding. Ultimately, our ambition is for every school that wants to, to benefit from the autonomy and freedom to innovate that academy status offers, and for schools to collaborate through strong academy trusts.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 17/07/2019 14:43:33 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4635 label Biography information for Eddie Hughes

1138440

registered interest
date	11/07/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Manufacturing Industries: Apprentices
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many apprenticeships were created in the manufacturing sector in 2018.
tabling member constituency	Bootle
tabling member printed	Peter Dowd
uin	276215
answer	answer is ministerial correction date of answer 16/07/2019 answer text <p>The most recent statistics on apprenticeships starts by industry sector cover the academic years 2012/13 to 2016/17 and are published on GOV.UK:</p><p><a href="https://www.gov.uk/government/statistics/apprenticeships-in-england-by-industry-characteristics" target="_blank">https://www.gov.uk/government/statistics/apprenticeships-in-england-by-industry-characteristics</a>.</p><p>In 2016/17 there were:</p><ul><li>36,170 starts in the manufacturing sector;</li><li>1,620 starts in the energy sector; and</li><li>31,610 starts in the construction sector.</li></ul><p>Statistics for 2017/18 are due to be published in October 2019.</p> answering member constituency Guildford answering member printed Anne Milton grouped question UIN 276216 276218 question first answered 16/07/2019 11:38:48 answering member 1523 label Biography information for Anne Milton
tabling member	4397 label Biography information for Peter Dowd

1138441

registered interest
date	11/07/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Energy: Apprentices
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many apprenticeships were created in the energy sector in 2018.
tabling member constituency	Bootle
tabling member printed	Peter Dowd
uin	276216
answer	answer is ministerial correction date of answer 16/07/2019 answer text <p>The most recent statistics on apprenticeships starts by industry sector cover the academic years 2012/13 to 2016/17 and are published on GOV.UK:</p><p><a href="https://www.gov.uk/government/statistics/apprenticeships-in-england-by-industry-characteristics" target="_blank">https://www.gov.uk/government/statistics/apprenticeships-in-england-by-industry-characteristics</a>.</p><p>In 2016/17 there were:</p><ul><li>36,170 starts in the manufacturing sector;</li><li>1,620 starts in the energy sector; and</li><li>31,610 starts in the construction sector.</li></ul><p>Statistics for 2017/18 are due to be published in October 2019.</p> answering member constituency Guildford answering member printed Anne Milton grouped question UIN 276215 276218 question first answered 16/07/2019 11:38:48 answering member 1523 label Biography information for Anne Milton
tabling member	4397 label Biography information for Peter Dowd

1138197

registered interest
date	10/07/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Design and Technology: English Baccalaureate
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent assessment he has made of the correlation between the number of students studying (a) design and technology and (b) the English Baccalaureate.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	275703
answer	answer is ministerial correction date of answer 15/07/2019 answer text <p>Following an assessment, the Department has found no evidence to demonstrate that entries to the design and technology (D&amp;T) GCSE have fallen as a direct consequence of an increase in students taking the English Baccalaureate (EBacc). The gradual decline in the proportion of pupils entered for D&amp;T GCSE started in 2001, when the subject became non-compulsory at Key Stage 4. The EBacc was first introduced in 2010.</p><p> </p><p>The EBacc encourages young people to take core academic subjects, keeping their options open for further study and future careers. The Department is clear that it should be studied alongside other subjects, such as D&amp;T, and it has been designed to allow pupils to do this.</p><p> </p><p>The Department has reformed D&amp;T GCSE so that it has a greater emphasis on the iterative design process, something that subject experts advise is at the core of contemporary industry practice. It also includes more on the technical knowledge required, including cutting edge technology and processes. These structural changes make it more accessible to pupils and easier for teachers to deliver whilst maintaining the rigour and challenge the Department expects of a GCSE subject. It will take time for the new GCSE to embed given the significant changes. The Department continues to attract more graduates into teaching and have increased the bursary offered for most D&amp;T teacher trainees through the introduction of a £12,000 bursary for trainees with a 2:2 or higher. Previously those with a 2:1 received £9,000 and those with a 2:2 received no bursary.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 15/07/2019 15:13:05 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1138218

registered interest
date	10/07/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Universities: Racial Discrimination
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what discussions (a) he and (b) Ministers in his Department have had with representatives from (i) Universities UK, (ii) other education sector bodies, (iii) trades unions representing staff, (iv) student unions and (v) NUS on the effect of incidences of racism directed at their members in the last 12 months.
tabling member constituency	Blackpool South
tabling member printed	Gordon Marsden
uin	275680
answer	answer is ministerial correction date of answer 15/07/2019 answer text <p>The government takes all forms of hate crime extremely seriously. There is no place in our society - including within higher education – for hatred or for any form of harassment, discrimination or racism.</p><p> </p><p>The government is working closely with Universities UK (UUK) and the Office for Students (OfS) to support work to address racism and other forms of harassment in higher education, including the implementation of UUK’s Taskforce recommendations. The government has also tasked the OfS to support this work, and over £2 million has been invested in projects tackling hatred and harassment.</p><p> </p><p>The department regularly meets stakeholders and representative bodies about student experience issues including racism, hate crime and harassment. Officials hold quarterly meetings with the OfS and UUK to discuss how to make progress on harassment and hate crime, including racism within the sector. In addition, I have recently held meetings with the Union of Jewish Students and Jewish student representatives about antisemitism on campus.</p><p> </p><p>The government expects providers to keep records of incidents disclosed to them and to act swiftly to investigate and address them. It is important to recognise that under-reporting is common. Higher education providers should look at how they can continue to break down barriers to reporting, in spite of the potential for it to lead to spikes in disclosures, and to make sure that students and staff feel safe and able to disclose racist incidents.</p><p> </p><p>Evaluation to date has shown that progress has been made but that there is still more to do. On 7 January 2019; I wrote to the Equality and Human Rights Commission to welcome their Inquiry into Racial Harassment in Higher Education Institutions. I look forward to the new evidence that this inquiry will bring and will review its findings carefully.</p><p> </p><p> </p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore grouped question UIN 275679 question first answered 15/07/2019 12:42:13 answering member 4021 label Biography information for Chris Skidmore
tabling member	465 label Biography information for Gordon Marsden

1138223

registered interest
date	10/07/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Universities: Ethnic Groups
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 adequacy of the (a) terms and conditions for, (b) recruitment and (c) career advancement of BAME members of staff at UK universities.
tabling member constituency	Blackpool South
tabling member printed	Gordon Marsden
uin	275682
answer	answer is ministerial correction date of answer 15/07/2019 answer text <p>Despite recent progress in staff representation and progression, for example improvements in the number of women in leadership positions in higher education (HE), there is more to be done to create a HE workforce that is representative of British society.</p><p>On 1 February 2019, the government announced measures to tackle inequalities and improve outcomes for underrepresented groups in HE. These measures include asking the HE sector to take action to eliminate ethnic disparities in their workforce and support better outcomes for ethnic minority staff. UK Research and Innovation will also be commissioning a review to understand and address equality and diversity disparities in research and innovation funding.</p><p> </p><p>HE providers are independent, autonomous bodies and are responsible for decisions about who they employ and the terms and conditions of employment they offer. Like every employer they must meet their obligations under the Equality Act 2010 and give due consideration to the way their recruitment, retention and promotion practises affect different sections of their communities and staff at different stages of their career.</p><p> </p><p>The Concordat to Support the Career Development of Researchers states that ‘diversity and equality must be promoted in all aspects of the recruitment and career management of researchers’. We expect to see this commitment reinforced as a revised Concordat is published in Autumn 2019.</p><p> </p><p>The Race Equality Charter also helps HE providers to identify and address institutional and cultural barriers that may be impacting on minority ethnic staff and students. By improving the representation, progression and success of minority ethnic staff within HE we can ensure that everyone who has the potential to thrive at university, both as a student and as a member of staff, does so.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 15/07/2019 13:44:41 answering member 4021 label Biography information for Chris Skidmore
tabling member	465 label Biography information for Gordon Marsden

1137757

registered interest
date	09/07/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Swimming: Primary Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what proportion of pupils in year six met each of the three swimming and water safety national curriculum requirements in each of the last five years.
tabling member constituency	West Bromwich East
tabling member printed	Tom Watson
uin	275159
answer	answer is ministerial correction date of answer 15/07/2019 answer text <p>Swimming and water safety are compulsory elements of the physical education (PE) national curriculum at key stages 1 and 2.</p><p> </p><p>All schools in receipt of the primary PE and sport premium are required to publish information on the percentage of their pupils in year 6 who met each of the 3 swimming and water safety national curriculum expectations. The department does not collect data centrally on the proportion of primary school children who meet the national curriculum expectations. However, we are working with Swim England and members of the Swim Group to explore ways to provide further support to schools to assess pupils’ capability and to collect and report this data.</p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 15/07/2019 12:47:53 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1463 label Biography information for Lord Watson of Wyre Forest

1137821

registered interest
date	09/07/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Multi-academy Trusts: Standards
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 incentivise multi-academy trusts to deliver effective school improvements; and if he will make an assessment of the potential merits of creating a mechanism for schools to decide to move between multi-academy trusts.
tabling member constituency	Walsall North
tabling member printed	Eddie Hughes
uin	275235
answer	answer is ministerial correction date of answer 15/07/2019 answer text <p>Academy trusts operate under a strict system of oversight and accountability for the quality of education they provide, which informs decisions about targeted support or intervention. Regional School Commissioners work to support academy trusts within their regions and, where appropriate, encourage academies and trusts to apply for funding to support school improvement, such as The Multi-academy trust Development and Improvement Fund.</p><p>Where a school wishes to leave a trust of which it is already a part of, this is possible with the consent of my right hon. Friend, the Secretary of State for Education, providing both the school and the trust are in favour; that it can be demonstrated there will be greater benefits for the school from joining another trust; and that the capacity of the existing trust is not diminished.</p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 15/07/2019 12:55:59 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4635 label Biography information for Eddie Hughes

1137414

registered interest
date	08/07/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	STEM Subjects: Equality
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 with the Secretary of State for Education to increase gender equality in STEM subjects.
tabling member constituency	Strangford
tabling member printed	Jim Shannon
uin	274538
answer	answer is ministerial correction date of answer 16/07/2019 answer text <p>The Government is committed to increasing gender equality in science, technology, engineering and mathematics (STEM) subjects. Efforts have been made to ensure that girls and boys can succeed on an equal basis particularly in STEM. Data from the Joint Council for Qualifications shows that entries by girls made up 27.2% of all entries to A levels in STEM subjects in 2018, an increase of 6.4 percentage points since 2010. There is near gender parity in most STEM subjects at GCSE with entries by girls making up 50% of those sitting biology, physics and chemistry GCSEs respectively in 2018.</p><p> </p><p>The Department is funding a £2.4 million program to improve girls’ participation in computer science. The Department also funds the Stimulating Physics Network to improve progression to A level physics with a particular focus on improving girls’ participation.</p><p> </p><p>The Department has committed to improving STEM careers advice in schools in the Careers Strategy. This includes ensuring that STEM engagement, such as with employers and apprenticeships, are built into school career programmes by updating school and college statutory guidance. The Department is also raising awareness of the range of careers that STEM qualifications offer through programmes such as STEM ambassadors, 44% of which ambassadors are women.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 16/07/2019 16:33:03 answering member 111 label Biography information for Nick Gibb
tabling member	4131 label Biography information for Jim Shannon