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1126505

registered interest
date	14/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies: Autism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what discussions (a) he (b) Ministers in his Department and (c) officials in his Department have had with AET on the benchmarking exercise for AET secondary schools in London; and whether his Department approved benchmarking process; and if he will place in the Library a copy of the benchmark against which AET secondary schools in London are being assessed.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	254192
answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The department, including ministers and officials, have held no detailed discussions with the Academies Enterprise Trust on a benchmarking exercise for their London Academies. We have not approved a benchmarking process, as this is for the trust to determine, and do not have a copy of any benchmark London Academies are currently being assessed against.</p><p>The department does publish a range of financial benchmarking tools, and signposts trusts to these. They include the Schools Financial Benchmarking tool which can be accessed publicly here: <a href="https://schools-financial-benchmarking.service.gov.uk/" target="_blank">https://schools-financial-benchmarking.service.gov.uk/</a>.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 22/05/2019 11:24:25 answering member 4113 label Biography information for Nadhim Zahawi previous answer version 119073 answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4263 label Biography information for Lucy Powell

1126590

registered interest
date	14/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Students: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether the review of post-18 education and funding is planned to report before the parliamentary summer recess.
tabling member constituency	Bexleyheath and Crayford
tabling member printed	Sir David Evennett
uin	254160
answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The independent panel will report shortly. The government will then conclude the overall review later this year.</p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 22/05/2019 11:21:00 answering member 4021 label Biography information for Chris Skidmore
tabling member	1198 label Biography information for Sir David Evennett

1126652

registered interest
date	14/05/2019
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, pursuant to the answer of 14 May 2019 to Question 250743 on Special Educational Needs: Finance, how many and what proportion of children and young people had an Education Health and Care Plan in each year since 2013 and 2019; and how much funding his Department allocated to high needs in each of those years.
tabling member constituency	Swansea West
tabling member printed	Geraint Davies
uin	254085
answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The level of high needs funding for children and young people with special educational needs (SEN) for each year are published in the dedicated schools grant (DSG) allocations each year, as follows:</p><p> </p><table><tbody><tr><td><p><strong>Year</strong></p></td><td><p><strong>Amount</strong></p></td></tr><tr><td><p>2013-14</p></td><td><p>£5.0 billion</p></td></tr><tr><td><p>2014-15</p></td><td><p>£5.2 billion</p></td></tr><tr><td><p>2015-16</p></td><td><p>£5.2 billion</p></td></tr><tr><td><p>2016-17</p></td><td><p>£5.3 billion</p></td></tr><tr><td><p>2017-18*</p></td><td><p>£5.8 billion</p></td></tr><tr><td><p>2018-19**</p></td><td><p>£6.1 billion</p></td></tr><tr><td><p>2019-20**</p></td><td><p>£6.3 billion</p></td></tr></tbody></table><p> </p><p>* In 2017-18 the baselines of the high needs block and the schools block within DSG were adjusted, to take account of local authorities’ spending decisions.</p><p>** Includes the £125 million added to the high needs block in 2018-19 and 2019-20, in recognition of the cost pressures local authorities have been facing, announced in December 2018.</p><p>Information on the number and proportion of children in schools with an education, health and care (EHC) plan or previously statement of SEN are published in the annual ‘SEN in England’ statistical release. A time series can be found in Table 1 at the following link: <a href="https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2018" target="_blank">https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2018</a>.</p><p>Information on all young people (up to age 25) with an EHC plan is published in the annual ‘Statements of SEN and EHC Plans’ statistical release. A time series can be found in Table 1 at the following link: <a href="https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018" target="_blank">https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018</a>.</p><p>The first full year that statutory EHC plans were in place was 2015. Figures prior to this, therefore, relate to statements only. Table 2 in the following link includes the number of new EHC plans during 2014: <a href="https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018" target="_blank">https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018</a>.</p><p>It is important to note that the number of EHC plans and statements of SEN does not include learning difficulty assessments (LDAs). These were previously used in a similar way as an EHC plan, for young people with SEN at a post-16 level, but were replaced by EHC plans from 2015. The last record of LDAs were removed from the system in 2016.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 22/05/2019 11:33:26 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	155 label Biography information for Geraint Davies

1126720

registered interest
date	14/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	School Day
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, following the report by the UCL Institute of Education School break times and young people’s social lives: A follow-up national study, published in May, what assessment they have made of the impact of shortening school break times on (1) childhood obesity, (2) academic performance, and (3) children’s social lives; and what steps they are taking to address any such impact.
tabling member printed	Lord Pendry
uin	HL15737
answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The government has not made a specific assessment of the impact of the length of school break times on obesity, academic performance or children’s social lives. Schools have the autonomy to make decisions about the structure and duration of their school day to suit their own circumstances. However, the department is clear that pupils should be given an appropriate break and expects school leaders to make sure this happens.</p><p> </p><p>The government recognises the importance of physical activity in schools to improve physical and mental wellbeing and support attainment. That is why our Childhood Obesity strategy reflects the Chief Medical Officer’s guidelines that primary age children should get at least 60 minutes of moderate to vigorous physical activity a day and the aim that 30 minutes of that should be during the school day.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 22/05/2019 15:39:32 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	457 label Biography information for Lord Pendry

1126721

registered interest
date	14/05/2019
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	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of the merits of revising the history curriculum to provide an honest and critical portrayal of the UK’s colonial history.
tabling member printed	Lord Pendry
uin	HL15738
answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The current national curriculum programmes of study for history, which have been taught since September 2014, set the framework for the teaching of the subject in maintained schools in terms of the broad time periods and themes to be taught. Academies may design and follow their own curricula.</p><p> </p><p>The government does not specify what the content of lessons on particular topics should be or how teachers should present information. We trust teachers, as professionals, to plan their own lessons and select their own resources.</p><p> </p><p>However, the curriculum does aim to make sure that pupils know and understand how Britain has influenced and been influenced by the wider world. Therefore, Empire and colonialism is a significant theme, and a suggested topic within the ‘challenges for Britain, Europe and the wider world 1901 to the present day’ theme is ‘Indian independence and end of Empire’.</p><p> </p><p>Programmes of study also require at least one study of a significant society or issue in world history and its interconnections with other world developments. While not mandatory, a suggested topic is ‘China’s Qing dynasty 1644-1911’, which encompasses the period within which the Opium Wars took place.</p><p> </p><p>The national curriculum programmes of study for history for key stages 1-3 are attached and are available here: <a href="https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study" target="_blank">www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study</a>.</p><p> </p><p>We have no current plans to change the history curriculum. In order to provide a period of stability to schools, my right hon. Friend, the Secretary of State for Education has committed to making no new changes to the national curriculum during this Parliament.</p> answering member printed Lord Agnew of Oulton attachment 1 file name HL15739_HL15738_KS1_KS2_national_curriculum_history.pdf title HL15739_HL15738_PDF 2 file name HL15739_HL15738_KS3_national_curriculum_history.pdf title HL15739_HL15738_PDF grouped question UIN HL15739 question first answered 22/05/2019 14:28:16 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	457 label Biography information for Lord Pendry

1126722

registered interest
date	14/05/2019
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	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of the merits of including the Opium Wars in the history curriculum in order to facilitate a greater understanding of (1) the UK’s colonial history, and (2) UK–Chinese relations.
tabling member printed	Lord Pendry
uin	HL15739
answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The current national curriculum programmes of study for history, which have been taught since September 2014, set the framework for the teaching of the subject in maintained schools in terms of the broad time periods and themes to be taught. Academies may design and follow their own curricula.</p><p> </p><p>The government does not specify what the content of lessons on particular topics should be or how teachers should present information. We trust teachers, as professionals, to plan their own lessons and select their own resources.</p><p> </p><p>However, the curriculum does aim to make sure that pupils know and understand how Britain has influenced and been influenced by the wider world. Therefore, Empire and colonialism is a significant theme, and a suggested topic within the ‘challenges for Britain, Europe and the wider world 1901 to the present day’ theme is ‘Indian independence and end of Empire’.</p><p> </p><p>Programmes of study also require at least one study of a significant society or issue in world history and its interconnections with other world developments. While not mandatory, a suggested topic is ‘China’s Qing dynasty 1644-1911’, which encompasses the period within which the Opium Wars took place.</p><p> </p><p>The national curriculum programmes of study for history for key stages 1-3 are attached and are available here: <a href="https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study" target="_blank">www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study</a>.</p><p> </p><p>We have no current plans to change the history curriculum. In order to provide a period of stability to schools, my right hon. Friend, the Secretary of State for Education has committed to making no new changes to the national curriculum during this Parliament.</p> answering member printed Lord Agnew of Oulton attachment 1 file name HL15739_HL15738_KS1_KS2_national_curriculum_history.pdf title HL15739_HL15738_PDF 2 file name HL15739_HL15738_KS3_national_curriculum_history.pdf title HL15739_HL15738_PDF grouped question UIN HL15738 question first answered 22/05/2019 14:28:16 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	457 label Biography information for Lord Pendry

1126322

registered interest
date	13/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Maintained Schools: Special Educational Needs
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what percentage of mainstream maintained schools in England offered Key Stage 4 alternatives to GCSEs, suitable for children with special educational, health or social care needs; how many children took such courses, in each of the last five years for which records are available; what are the most popular of those non-GCSE courses; and which organisations create them.
tabling member printed	Lord Lucas
uin	HL15682
answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>There is not a range of non-GCSE qualifications taught at key stage 4 designed specifically for pupils with special educational needs (SEN). Pupils should have access to a broad and balanced curriculum. The national curriculum inclusion statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Teachers should use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum.</p><p> </p><p>The department holds information on entries to non-GCSE qualifications included in the school performance tables, analysis of which is provided below.</p><p> </p><p>The percentage of schools (mainstream[1]) with at least one pupil at the end of key stage 4[2] entering[3] non-GCSE qualifications[4], in each of the last 5 years, is shown in the table below:</p><p> </p><table><tbody><tr><td><p> </p></td><td><p>2017/18[5]</p></td><td><p>2016/17</p></td><td><p>2015/16</p></td><td><p>2014/15</p></td><td><p>2013/14</p></td></tr><tr><td><p>Number of mainstream schools</p></td><td><p>3,175</p></td><td><p>3,153</p></td><td><p>3,113</p></td><td><p>3,069</p></td><td><p>3,037</p></td></tr><tr><td><p>Percentage of mainstream schools</p></td><td rowspan="3"><p>95</p></td><td rowspan="3"><p>97</p></td><td rowspan="3"><p>99</p></td><td rowspan="3"><p>99</p></td><td rowspan="3"><p>99</p></td></tr><tr><td><p>with at least one pupil entering</p></td></tr><tr><td><p>a non-GCSE qualification (%)</p></td></tr></tbody></table><p> </p><p> </p><p>The percentage of mainstream school pupils entering at least one non-GCSE qualification, in each of the last 5 years, is shown in the table below:</p><table><tbody><tr><td><p> </p></td><td><p>2017/18</p></td><td><p>2016/17</p></td><td><p>2015/16</p></td><td><p>2014/15</p></td><td><p>2013/14</p></td></tr><tr><td><p>Pupil cohort</p></td><td><p>513,356</p></td><td><p>517,756</p></td><td><p>530,580</p></td><td><p>543,314</p></td><td><p>548,290</p></td></tr><tr><td><p>Percentage of mainstream pupils who sat</p></td><td rowspan="2"><p>40</p></td><td rowspan="2"><p>52</p></td><td rowspan="2"><p>72</p></td><td rowspan="2"><p>71</p></td><td rowspan="2"><p>68</p></td></tr><tr><td><p>at least one non-GCSE subject (%)</p></td></tr></tbody></table><p> </p><p>Tables showing the 10 most entered non-GCSE qualifications in all state-funded mainstream schools are included in the attached spreadsheet.</p><p> </p><p>[1] State-funded mainstream schools include academies, free schools, city technology colleges and further education colleges with provision for 14 to 16 year olds. They exclude state-funded special schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision (AP) (including pupil referral units, AP free schools and AP academies as well as state-funded AP placements in other institutions).</p><p>[2] Pupils are identified as being at the end of key stage 4 if they were on roll at the school and in year 11 at the time of the January school census for that year. Age is calculated as at 31 August for that year, and the majority of pupils at the end of key stage 4 were age 15 at the start of the academic year. Some pupils may complete this key stage in an earlier or later year group.</p><p>[3] The department does not collect data on which qualifications are offered by schools, instead figures based on which qualifications have been entered by pupils has been used as a proxy. There may be some qualifications offered by a school that no pupils sat exams in for each year.</p><p>[4] Figures only include qualifications included in performance tables.</p><p>[5] 2017/18 figures are revised figures. All other figures are final figures.</p> answering member printed Lord Agnew of Oulton question first answered 22/05/2019 14:24:26 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name HL15682_most_entered_non-GCSE_qualifications_mainstream_schools.xls title HL15682_Tables
tabling member	1879 label Biography information for Lord Lucas

1126325

registered interest
date	13/05/2019
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	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what action they intend to take, if any, in the next Spending Review to ensure that councils can continue to meet their statutory duties towards those with Special Educational Needs and Disabilities.
tabling member printed	Lord Porter of Spalding
uin	HL15685
answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>We recognise that high needs budgets are under pressure and that is why we allocated an additional £250 million in high needs funding for 2018-19 and 2019-20 in December. This brings the total allocation for high needs this year to £6.3 billion.</p><p>My right hon. Friend, the Chancellor of the Exchequer has announced that the government will hold a Spending Review alongside the Budget where spending plans beyond 2019-20 will be agreed. The government will need to balance competing priorities across a broad range of areas, but we will be taking careful account of the importance of providing the right funding for education, and for high needs in particular. My right hon. Friend, the Secretary of State for Education has made clear that as we approach the next Spending Review, he will back head teachers to ensure they have the resources they need to deliver a world class education.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 23/05/2019 11:34:51 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4555 label Biography information for Lord Porter of Spalding

1125509

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	Social Mobility
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of the effectiveness of policies and programmes to tackle social inequality in the UK; and what evidence exists to demonstrate that children and young people living in poverty and low-income households have been enabled by those policies and programmes to overcome the barriers to social mobility.
tabling member printed	Lord Ouseley
uin	HL15604
answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>Social mobility is a top priority, and the department is taking action to remove barriers to opportunity at every stage of the education system. The department has set out a 10 year ambition to boost children’s early reading and communication skills. We have invested more than £15 billion in the pupil premium to support the most disadvantaged pupils and we are reforming technical education. The evidence shows we are closing the educational attainment gap between disadvantaged pupils and others, as measured by the disadvantage gap index, by around 13 % at key stage 2 and 9.5 % at key stage 4 since 2011. As well as increasing the proportion of disadvantaged 18 year olds entering full-time higher education from 13.3% in 2009 to 20.2% in 2018.</p><p>The department has invested over £137 million in the Education Endowment Foundation to help schools use the pupil premium in ways that are proven to have a positive impact.</p><p>We are committed to tackling the root causes of poverty and disadvantage and we are making good progress. Nationally, there are now over a million fewer workless households, and around 665,000 fewer children living in such households compared with 2010.</p> answering member printed Lord Agnew of Oulton question first answered 22/05/2019 12:00:29 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	2170 label Biography information for Lord Ouseley

1125525

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	Young People: Surveys
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what is the cost to date, excluding the cost of officials’ time, of the Longitudinal study of young people in England: cohort 2, wave 1, including (1) questionnaire design, (2) piloting, (3) data collection, (4) coding, and (5) data cleaning.
tabling member printed	Baroness Wolf of Dulwich
uin	HL15620
answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The release of this information would prejudice commercial interests. Therefore, my hon. Friend, the Parliamentary Under-Secretary of State for Children and Families will communicate privately with the noble Lady, Baroness Wolf of Dulwich.</p> answering member printed Lord Agnew of Oulton grouped question UIN HL15621 HL15622 HL15623 question first answered 22/05/2019 11:58:46 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4347 label Biography information for Baroness Wolf of Dulwich