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1125323

registered interest
date	08/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Local Government Services
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what discussions he has had with the Secretary of State for Work and Pensions on improving schools' access to local authority support for pupils and families that need it.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	251957
answer	answer is ministerial correction date of answer 13/05/2019 answer text <p>My right hon. Friend, the Secretary of State for Education meets regularly with Cabinet colleagues to discuss the Department for Education agenda.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 13/05/2019 15:56:24 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1436 label Biography information for Paul Farrelly

1124695

registered interest
date	03/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Graduates: Employment
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 universities develop courses in consultation with industry professionals to enable graduates to develop adequate skills for the workplace.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	250751
answer	answer is ministerial correction date of answer 09/05/2019 answer text <p>It is important that universities focus on ensuring that their graduates have the skills needed, including technical, vocational and transferable skills, to gain a positive outcome from their degree. The primary aim of the Office for Students (OfS), the higher education regulator, is to ensure that higher education delivers positive outcomes for students and that it has a regulatory focus to ensure that students are able to progress into employment or further study.</p><p> </p><p>Collaboration between universities and business is increasingly important, both in the development of work-ready, highly skilled graduates and in contributing to local and regional economic growth. There is already a strong track record of collaboration. For example, Teesside University’s Digital City innovation initiative is helping local small and medium-sized enterprises to place graduate interns in their businesses by providing recruitment support and a 50% contribution towards their salary.</p><p> </p><p>The government is supporting greater collaboration between businesses and universities in a number of ways:</p><ul><li>The OfS, through its Industrial Strategy and Skills Challenge Competition is funding providers (including in collaboration with employers) to develop and implement projects to improve outcomes for graduates who seek employment in their home region. Details of which can be found here: <a href="https://www.officeforstudents.org.uk/publications/ofs-challenge-competition-industrial-strategy-and-skills-support-for-local-students-and-graduates/" target="_blank">https://www.officeforstudents.org.uk/publications/ofs-challenge-competition-industrial-strategy-and-skills-support-for-local-students-and-graduates/</a>.</li></ul><p> </p><ul><li>Similarly, the UK Research and Innovation 'Strength in Places Fund' is a competitive fund for collaborative bids between research institutions and businesses to support significant regional growth through research and innovation. Details can be found here: <a href="https://www.ukri.org/funding/funding-opportunities/strength-in-places-fund/" target="_blank">https://www.ukri.org/funding/funding-opportunities/strength-in-places-fund/</a>.</li></ul><p> </p><ul><li>The OfS is providing £20 million for the Institute of Coding which will target a skills gap in digital skills and involves collaboration between education providers and industry. This includes working together to create core content and introducing flexible ways to learn.</li></ul><p> </p><ul><li>The government also partially funds the National Centre for Universities and Business which promotes, develops and supports university and business collaboration across the UK.</li></ul><p> </p><p>It is important to remember, however, that universities are autonomous institutions and, as such, that they are responsible for the courses that they develop and that the government does not prescribe that certain content needs to be included.</p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 09/05/2019 16:45:21 answering member 4021 label Biography information for Chris Skidmore
tabling member	1436 label Biography information for Paul Farrelly

1124698

registered interest
date	03/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Graduates: Employment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to data in the Office for National Statistics's quarterly Economic Review published on 2 May 2019, what assessment he has made of the implications for his policies of the finding that 31 per cent of graduates had more education than was required for the job they were doing in 2017; and what steps the Government is taking to make more effective use of graduates' skills and education.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	250754
answer	answer is ministerial correction date of answer 14/05/2019 answer text <p>Employment outcomes for graduates are strong. The recently published Graduate Labour Market Statistics 2018 shows that the employment rate of working-age graduates was 87.7% in 2018, which is 0.3% higher than 2017. This employment rate is 16.1% higher than the rate for non-graduates (71.6%). 65.4% of working-age graduates were employed in highly skilled roles, compared with 22.9% of non-graduates.</p><p> </p><p>The government’s Industrial Strategy sets out a long-term plan to boost productivity by backing businesses to create good jobs and increase the earning power of people throughout the UK by investing in skills, industries and infrastructure. Through this plan, £120 million was provided to fund collaboration between businesses and universities to stimulate local innovation through the Strength in Places Fund.</p><p> </p><p>The primary aim of the Office for Students’ (OfS), the higher education regulator, is to ensure that higher education delivers positive outcomes for students and that it has a regulatory focus to ensure that students are able to progress into employment or further study. The OfS supports graduate employment outcomes in a number of ways. This includes a Challenge Competition, which aims to boost local employment outcomes, and the Institute of Coding, which aims to boost UK digital skills and graduate outcomes.</p><p> </p><p>The government has been improving the information available to students to help them make informed choices when making decisions on higher education providers and subject choice. For example, Teaching Excellence and Student Outcomes Frameworks, Longitudinal Education Outcomes data and the Higher Education Open Data Competition all provide information to prospective students.</p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 14/05/2019 09:25:24 answering member 4021 label Biography information for Chris Skidmore
tabling member	1436 label Biography information for Paul Farrelly

1124702

registered interest
date	03/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Standards
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 potential merits of holding pupils back a year at school as a result of poor (a) behaviour and (b) academic performance.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	250773
answer	answer is ministerial correction date of answer 09/05/2019 answer text <p>The information requested is not held centrally, and therefore the Department has made no such assessment.</p><p> </p><p>The Department supports head teachers to create calm and ordered environments so that pupils can benefit from a school culture where teachers can teach and pupils can learn. As part of this, schools must ensure they have and publish a behaviour policy to support staff in managing behaviour, including the use of rewards and sanctions. Sanctions must be proportionate and fair responses that may vary according to the age of the pupils, and any other special circumstances that affect the pupil.</p><p> </p><p>Schools should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress. The first response to such progress should be high quality teaching targeted at their areas of weakness.</p><p> </p><p>Where a child is behaving poorly or is not making the expected progress academically, schools should look to see whether there are underlying factors such as Special Educational Needs, mental health difficulties or issues relating to housing, family or other domestic circumstances. Where a school does identify such causes they are expected to put appropriate support in place, potentially working with other agencies such as Health and Social Care.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 09/05/2019 16:36:36 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1124710

registered interest
date	03/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Recruitment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he can will make an assessment of the effect of OFSTED grades on the recruitment and retention of teachers.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	250781
answer	answer is ministerial correction date of answer 09/05/2019 answer text <p>The Department has published analysis linking Ofsted ratings to the mobility and retention of teachers. This showed that of teachers who had moved between schools, 74% moved to schools with the same or better Ofsted rating compared with their previous school. The full analysis is published here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/615729/SFR33_2017_Text.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/615729/SFR33_2017_Text.pdf</a>.</p><p>The Department’s recently published Teacher Recruitment and Retention Strategy has committed to simplifying the school accountability system, which the Department knows can create undue pressure on school leaders and increase teacher workload.</p><p>From September, the Department will use a single, transparent trigger - ‘Ofsted requires improvement’ - to offer head teachers funded support and bespoke guidance from an expert leader. This will help reduce pressures on schools, while maintaining robust accountability in cases of failure and a proactive offer of support for those who need it.</p><p>The proposed new Ofsted framework will also have an active focus on reducing teacher workload, with inspectors considering staff workload as part of the leadership and management judgment.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 09/05/2019 15:15:02 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1123843

registered interest
date	30/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Counselling
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 21 April 2019 to Question 233483 on Schools: Counselling, what steps he is taking to (a) set minimum standards for and (b) ensure access throughout England to school counselling services.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	249236
answer	answer is ministerial correction date of answer 07/05/2019 answer text <p>It is up to schools to decide what counselling support to provide. The ‘Counselling in Schools’ guidance referred to in the previous answer, available at <a href="https://www.gov.uk/government/publications/counselling-in-schools" target="_blank">https://www.gov.uk/government/publications/counselling-in-schools</a><strong>,</strong> provides detailed advice on the benefits that counselling can bring to a school and how to provide access to safe and effective services. It gives strong advice that, when commissioning external counselling, schools should look to use providers that can give assurance the counsellor is properly trained, supported, professionally supervised, insured and working within agreed policy frameworks and standards, and accountable to a professional body with a clearly articulated complaints procedure. It also sets out that where schools employ their own counsellor, they should employ staff with a minimum of a diploma in counselling (typically two years part time study), who are on a voluntary register that has been accredited by the Professional Standards Authority, and ideally hold accreditation with a professional body.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 07/05/2019 16:55:29 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1123939

registered interest
date	30/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Overseas Students: EU Nationals
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether non-UK EU students will be able to take out loans with the Students Loans Company after the UK leaves the EU.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	249238
answer	answer is ministerial correction date of answer 07/05/2019 answer text <p>We recognise how important it is that students and institutions have information on eligibility for student support before applications for courses open.</p><p>Applications for courses starting in academic year 2020/21 do not open until September 2019. Eligibility and fee arrangements for prospective EU students who apply for tuition fee loans and student finance support in that academic year via the Student Loans Company is under consideration.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 07/05/2019 16:43:10 answering member 4021 label Biography information for Chris Skidmore
tabling member	1436 label Biography information for Paul Farrelly

1123957

registered interest
date	30/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Outdoor Education
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 potential merits of ensuring that the national curriculum includes outdoor learning on the natural environment.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	249239
answer	answer is ministerial correction date of answer 07/05/2019 answer text <p>Outdoor education can play an important role for many subjects in the school curriculum. It can include cultural trips, environmental and countryside education, science and geography fieldwork, and visits to museums and heritage sites. For some subjects such as biology and geography, fieldwork is a part of the national curriculum and a requirement of GCSE subject content.</p><p> </p><p>In recognition of these benefits, the Government’s 25 Year Environment Plan, published in January 2018, included £10 million funding from the Department to help more children from disadvantaged backgrounds to have contact with nature.</p><p> </p><p>The Government does not prescribe how schools should teach or what outdoor activities they should offer. They have the freedom to plan and deliver curricula that meet the educational needs and interests of their pupils, provided they meet any statutory requirements.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 07/05/2019 17:03:48 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1123987

registered interest
date	30/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Day Care
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether he plans to extend the number of free childcare hours for low-income families as a means of tackling social inequality.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	249241
answer	answer is ministerial correction date of answer 09/05/2019 answer text <p>This government is committed to helping working families with accessible, affordable childcare and offers a broad range of childcare support. The government has no plans to extend the package of free childcare entitlement schemes<strong>. </strong></p><p>Supporting parents who want to work, with the cost of childcare, is important. That is why the government already offers a package of schemes: all 3 and 4–year-olds and the most disadvantaged 2-year-olds can access 15 hours a week of early education. From September 2017, this government doubled the childcare entitlement for working parents of 3 and 4-year-olds to 30 hours a week - saving parents up to £5,000 per year in total if they use the full 30 hours of free childcare available. 30 hours free childcare helps a wide range of families, for example, a lone parent only has to earn from just under £7,000 a year to be able to access 30 hours of free childcare and a couple from just under £14,000.</p><p>Tackling social inequality is not just about 30 hours free childcare. The government is committed to supporting disadvantaged children, for example, through the 2-year-old entitlement, the early years pupil premium and the actions announced in ‘Unlocking Talent, Fulfilling Potential’. We will continue to track the outcomes of disadvantaged children, where the gap continues to close. Tax-Free Childcare provides additional financial help from government to help with any additional costs. Eligible parents can also claim up to 85% of their childcare costs through universal credit.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 09/05/2019 14:41:01 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1436 label Biography information for Paul Farrelly

1122748

registered interest
date	24/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Environment Protection: Curriculum
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 potential merits of strengthening the provision of environmental education in the curriculum.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	246953
answer	answer is ministerial correction date of answer 29/04/2019 answer text <p>It is important that children are taught about the environment, and there is already a good level of content about this in both the geography and science curricula and qualifications. This begins in year one of primary school where pupils are encouraged to explore their local environment to identify the many different plants, including trees, and find out about animals in their habitat.</p><p>Other topics in the primary curriculum include how weather changes across the four seasons and looking at how environments can change as a result of human actions. In secondary school science pupils are taught about how changes in the environment affect different species, the importance of maintaining biodiversity and the production of carbon dioxide by human activity, and the effect this has on the climate. This is expanded on in GCSE science, where pupils will consider the evidence for additional anthropogenic causes of climate change. As part of GCSE geography pupils will look at the causes, consequences of and responses to extreme weather conditions and natural weather hazards.</p><p>The Department is also funding the Children and Nature Programme, a £10 million programme that aims to support children from disadvantaged backgrounds to have better access to the natural environment. This includes studying about nature and how to care for the natural environment.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 29/04/2019 16:56:32 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly