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1716807

registered interest
date	09/05/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Confucius Institutes
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether she has discussions with (a) Cabinet colleagues and (b) universities on the future of Confucius Institutes.
tabling member constituency	Stretford and Urmston
tabling member printed	Andrew Western
uin	25598
answer	answer is ministerial correction date of answer 20/05/2024 answer text <p>The government takes seriously any concerns about overseas interference in the UK’s higher education (HE) sector, including through Confucius Institutes, and regularly assesses the risks facing academia. The department has taken action to remove any direct or indirect government funding from Confucius Institutes in the UK, but currently judge that it would be disproportionate to ban them.</p><p> </p><p>The department works closely with Cabinet colleagues and other government departments to support the HE sector. ​Most recently, the Deputy Prime Minister, the Secretary of State for Science, Innovation and Technology, and the Minister for Skills, Apprenticeships and Higher Education met a group of Vice Chancellors on 25 April to discuss research security in universities.</p><p> </p> answering member constituency Thornbury and Yate answering member printed Luke Hall question first answered 20/05/2024 15:48:06 answering member 4450 label Biography information for Luke Hall
tabling member	4979 label Biography information for Andrew Western

1716580

registered interest
date	08/05/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Confucius Institutes
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 with Cabinet colleagues of the potential national security implications of Confucius Institutes on UK university campuses.
tabling member constituency	Stretford and Urmston
tabling member printed	Andrew Western
uin	25401
answer	answer is ministerial correction date of answer 24/05/2024 answer text <p>It has not proved possible to respond to the hon. Member in the time available before Prorogation.</p> answering member constituency Thornbury and Yate answering member printed Luke Hall question first answered 24/05/2024 13:19:09 answering member 4450 label Biography information for Luke Hall
tabling member	4979 label Biography information for Andrew Western

1610138

registered interest
date	14/04/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	History: Curriculum
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 assessment of the potential merits of introducing a requirement on UK schools to teach Black history as part of the national curriculum.
tabling member constituency	Stretford and Urmston
tabling member printed	Andrew Western
uin	180271
answer	answer is ministerial correction date of answer 19/04/2023 answer text <p>The freedom and flexibility in the National Curriculum programmes of study for history means that teachers can include black history as a natural part of the themes and eras in the curriculum, both in terms of British and world history, and their interconnection.</p><p>Teaching a well sequenced history curriculum means that black history can be taught at all key stages of the curriculum. As part of a broad and balanced curriculum, pupils should be taught the history of different societies, and how different groups have contributed to the development of Britain. This can include the voices and experiences of black people in Britain.</p><p>The Department published a blog on Black History Month in October 2022. This emphasised that there is scope in the curriculum to teach black history all year. References to high quality curriculum resources were included and the blog highlighted how important it is to celebrate the contribution black communities and individuals have made over the centuries in shaping a dynamic and diverse Britain. The blog is available at: <a href="https://educationhub.blog.gov.uk/2022/10/03/black-history-month-how-black-history-is-taught-in-our-schools-2/" target="_blank">https://educationhub.blog.gov.uk/2022/10/03/black-history-month-how-black-history-is-taught-in-our-schools-2/</a>.</p><p>The Department is developing a model history curriculum to support teaching of a diverse and well sequenced history curriculum. Working with an expert panel that includes history educators, historians and head teachers, the model curriculum will provide an exemplar of a knowledge rich, coherent approach to teaching history. This guidance is due to be published in 2024.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 19/04/2023 15:16:06 answering member 111 label Biography information for Nick Gibb
tabling member	4979 label Biography information for Andrew Western

1584370

registered interest
date	06/02/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Stretford and Urmston
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 20 July 2022 to Question 37614 on Schools: Buildings, which schools in Stretford and Urmston constituency had at least one construction element in condition grade (a) C and (b) D, when that data was collated; and which of those schools have (i) received and (ii) are expected to receive funding from the School Rebuilding Programme in the next two years.
tabling member constituency	Stretford and Urmston
tabling member printed	Andrew Western
uin	140296
answer	answer is ministerial correction date of answer 09/02/2023 answer text <p>The Condition Data Collection (CDC) is one of the largest and most comprehensive data collection programmes in the UK’s public sector. It collected data on the building condition of government funded schools in England. It provides a robust evidence base to enable the Department to target capital funding for maintaining and rebuilding school buildings.</p><p>The key, high level findings of the CDC programme were published in May 2021 in the ‘Condition of School Buildings Survey: Key Findings’ report. This is available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf</a>.</p><p>Individual CDC reports have been shared with every school and their responsible body to use alongside their existing condition surveys to plan maintenance schedules and investment plans. The Department plans to publish detailed school level CDC data. The Department is still preparing the data and will publish it as soon as possible.</p><p>Well maintained, safe school buildings are a priority for the Department. Our funding is directed both to maintaining the condition of the school estate and rebuilding schools. The Department has allocated over £13 billion for improving the condition of schools since 2015, including £1.8 billion committed this financial year.</p><p>The ten year School Rebuilding Programme (SRP) is condition led. 400 of the 500 available places on the programme have been provisionally allocated. A list of these schools and the methodology used to select them is available at: <a href="https://www.gov.uk/government/publications/school-rebuilding-programme-schools-in-the-programme" target="_blank">https://www.gov.uk/government/publications/school-rebuilding-programme-schools-in-the-programme</a>.</p><p>The following table shows the constituencies specified that have schools or colleges selected for the SRP:</p><table><tbody><tr><td><p><strong>Parliamentary constituency </strong></p></td><td><p><strong>Schools selected for SRP</strong></p></td></tr><tr><td><p>Stretford and Urmston</p></td><td><p>St John Vianney School, announced February 2021 St Ann's RC Primary School, announced July 2021 Barton Clough Primary School, announced December 2022 Stretford Grammar School, announced December 2022</p></td></tr><tr><td><p>York Central</p></td><td><p>Tang Hall Primary Academy, announced July 2021 All Saints RC School, announced December 2022 There is one additional school in York local authority, Hempland Primary School, announced July 2021</p></td></tr></tbody></table><p> </p><p>The 239 schools announced in December 2022 will enter delivery at a rate of approximately 50 per year, over a five year period from 2023. The Department is currently undertaking due diligence on these schools prior to scheduling them, with schools prioritised according to the condition of their buildings, readiness to proceed, and efficiency of delivery. The scope and funding for each project will be confirmed following detailed feasibility studies and condition surveys of buildings.</p><p>Where a school identifies significant safety issues with a building, that cannot be managed within local resources, the Department considers additional support on a case-by-case basis. This includes applications for Urgent Capital Support (UCS) from eligible institutions. Schools eligible for Condition Improvement Fund (CIF) can apply for UCS where there are urgent health and safety issues that threaten school closure and cannot wait until the next CIF bidding round.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 140156 question first answered 09/02/2023 11:13:49 answering member 111 label Biography information for Nick Gibb
tabling member	4979 label Biography information for Andrew Western

1582039

registered interest
date	30/01/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Ethnic Groups
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will make an assessment of the potential merits of offering guaranteed interviews to black, Asian and minority ethnic applicants with relevant qualifications who apply for teaching positions.
tabling member constituency	Stretford and Urmston
tabling member printed	Andrew Western
uin	135483
answer	answer is ministerial correction date of answer 02/02/2023 answer text <p>The Department wants teaching to be profession where teachers from all backgrounds are supported throughout their career.</p><p>Schools are responsible for their own recruitment and staffing decisions. The Department expects them to adhere to their statutory requirements under the Equality Act 2010, and to their responsibilities under the Public Sector Equality Duty. The Department has published guidance for schools on how to comply with their duties under the Equality Act 2010. This is available at: <a href="https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools" target="_blank">https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools</a>.</p><p>Schools and trusts are free to introduce measures into their recruitment processes if those measures comply with the Equality Act 2010.</p><p>The Department has also issued guidance for recruiting head teachers, which is available at: <a href="https://www.gov.uk/government/publications/recruiting-a-headteacher" target="_blank">https://www.gov.uk/government/publications/recruiting-a-headteacher</a>. The guidance reminds governors and trustees that diverse workforces benefit everyone, and the importance of avoiding discrimination in recruitment.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 02/02/2023 16:58:24 answering member 111 label Biography information for Nick Gibb
tabling member	4979 label Biography information for Andrew Western

1520641

registered interest
date	11/10/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Staff
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether he plans to publish a specialist special educational needs and disabilities (SEND) workforce strategy as part of the planned national SEND and alternative provision implementation strategy.
tabling member constituency	Stretford and Urmston
tabling member printed	Kate Green
uin	61085
answer	answer is ministerial correction date of answer 24/10/2022 answer text <p>The department remains committed to publishing the government’s response to the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Green Paper consultation in a national SEND and AP improvement plan in due course. This will set out the government’s response to the consultation, including how we are supporting the workforce to meet the needs of children and young people. The department will not be commenting on individual policy proposals ahead of the response being issued.</p> answering member constituency Rochester and Strood answering member printed Kelly Tolhurst grouped question UIN 61086 question first answered 24/10/2022 10:11:39 answering member 4487 label Biography information for Kelly Tolhurst
tabling member	4120 label Biography information for Kate Green

1520642

registered interest
date	11/10/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Hearing Impairment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will make an assessment of the potential merits of increasing funding for Teachers of the Deaf under the planned national SEND and alternative provision implementation strategy.
tabling member constituency	Stretford and Urmston
tabling member printed	Kate Green
uin	61086
answer	answer is ministerial correction date of answer 24/10/2022 answer text <p>The department remains committed to publishing the government’s response to the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Green Paper consultation in a national SEND and AP improvement plan in due course. This will set out the government’s response to the consultation, including how we are supporting the workforce to meet the needs of children and young people. The department will not be commenting on individual policy proposals ahead of the response being issued.</p> answering member constituency Rochester and Strood answering member printed Kelly Tolhurst grouped question UIN 61085 question first answered 24/10/2022 10:11:39 answering member 4487 label Biography information for Kelly Tolhurst
tabling member	4120 label Biography information for Kate Green

1520643

registered interest
date	11/10/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how much (a) capital and (b) other funding he has allocated to the planned national SEND and alternative provision implementation strategy.
tabling member constituency	Stretford and Urmston
tabling member printed	Kate Green
uin	61087
answer	answer is ministerial correction date of answer 24/10/2022 answer text <p>The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Green Paper set out investments in the SEND and AP system, including:</p><ul><li>£2.6 billion between 2022 and 2025 to support local authorities to deliver new places and improve existing provision for children and young people with SEND or who require AP.</li><li>£70 million in a SEND and AP change programme to test and refine key proposals and support local SEND systems across the country to manage local improvement.</li><li>An additional £300 million through the Safety Valve intervention programme, on top of the department’s existing annual budget for the programme, enabling us to work with more local authorities.</li><li>£85 million over three years from 2022/23, through the delivering better value in SEND programme, to support local authorities to improve delivery of SEND services for children and young people while ensuring services are sustainable.</li><li>An increase in high revenue needs funding of £1 billion (13%) in 2022/23 compared to last year, to a total of £9.1 billion.</li></ul> answering member constituency Rochester and Strood answering member printed Kelly Tolhurst question first answered 24/10/2022 10:40:57 answering member 4487 label Biography information for Kelly Tolhurst
tabling member	4120 label Biography information for Kate Green

1485437

registered interest
date	28/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Coronavirus
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 effectiveness of the steps his Department has taken to help children’s education recover from the impact of the covid-19 outbreak.
tabling member constituency	Stretford and Urmston
tabling member printed	Kate Green
uin	900850
answer	answer is ministerial correction date of answer 05/07/2022 answer text <p>Understanding the impact of the COVID-19 disruption on the attainment and progress of all students is a key research priority for the government. That is why we invested in research into academic progress over the 2020/21 and 2021/22 academic years with Renaissance Learning and the Education Policy Institute. The latest findings from this research, published 28 March, include data from the first half of the 2021-22 autumn term. The findings from this research have been published on gov.uk at: <a href="https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2022-academic-years" target="_blank">https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2022-academic-years</a></p><p>Our latest evidence suggests recovery is happening, with primary pupils recovering around 0.1 months in reading and 0.9 months in maths since Summer 2021, and recovering 1.5 months in reading and 1.7 months in maths since Spring 2021, with pupils now only 0.8 months and 1.9 months behind in reading and maths respectively.</p><p>This is equivalent to recovering around two thirds of progress lost due to the pandemic in primary reading and around half of progress lost in primary maths since Spring 2021.</p><p>Progress for secondary pupils in key stage 3 remains a concern, with pupils now on average around 2.4 months behind in reading, having seen losses since Summer 2021.</p><p>We are making some progress in closing gaps between disadvantaged pupils and their peers, additional gaps created by the COVID-19 pandemic appear to have reduced in primary maths and secondary reading since Summer 2021. However, the gap for primary reading appears to have grown.</p><p>In line with this evidence, we have announced £1 billion to extend the recovery premium over the next two academic years. This will enable schools to provide additional support for the most disadvantaged, and will be weighted more towards secondary pupils to reflect evidence showing greater learning loss for older pupils, who also have less time left in education. This is part of the nearly £5 billion of funding we have announced for an ambitious, multi-year education recovery plan to support young people to catch up on missed learning.</p><p>Recovery funding is already making a difference. By May 2022 1.5 million courses had been started by children across England through the National Tutoring Programme, and £950 million of direct funding through the catch up and recovery premia, was helping schools to deliver evidence-based interventions based on pupil needs. In light of the success of this year’s school-led tutoring route through the National Tutoring Programme, next year we will allocate all tutoring funding directly to schools, simplifying the system and giving schools the freedom to decide how best to provide tutoring for their pupils.</p><p>In addition to this, the Schools White Paper, 'Opportunity for all: strong schools with great teachers for your child', sets out how our education system will deliver recovery, not just through our specific recovery investments, but through a wider programme of ambitious reforms that truly level up outcomes and ensure we build back better from the pandemic.</p><p>The Parent Pledge in the Schools White Paper will also make the government’s vision clear that any child who falls behind in English or maths will receive the right evidence-based targeted support to get them back on track.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 05/07/2022 16:17:55 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4120 label Biography information for Kate Green

1452720

registered interest
date	21/03/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	National School Breakfast Programme
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many schools had signed-up to receive support from the National School Breakfast Programme as of 14 February 2022.
tabling member constituency	Stretford and Urmston
tabling member printed	Kate Green
uin	143667
answer	answer is ministerial correction date of answer 25/03/2022 answer text <p>The government is committed to continuing support for school breakfast clubs and the department is investing up to £24 million to continue its national programme until July 2023. This funding will support up to 2,500 schools in disadvantaged areas, meaning that thousands of children from low-income families will be offered free nutritious breakfasts to better support their attainment, wellbeing, and readiness to learn.</p><p>The enrolment process is still underway for schools that wish to sign up to the programme. The figures released by Family Action on 23 March 2022 show that 1,800 schools have signed up to the school breakfast programme. The department will work with the supplier Family Action to continue to monitor the data and consider suitable opportunities to share more information on the programme as it progresses.</p> answering member constituency Colchester answering member printed Will Quince question first answered 25/03/2022 18:00:14 answering member 4423 label Biography information for Will Quince
tabling member	4120 label Biography information for Kate Green