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1439946

registered interest
date	10/03/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Social Services
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what steps they are taking to measure progress towards the restoration of disabled children’s social care services to pre-pandemic levels.
tabling member printed	Lord Browne of Belmont
uin	HL6854
answer	answer is ministerial correction date of answer 24/03/2022 answer text <p>I refer the noble Lord to the answer given by my hon. Friend, the Minister for Children and Families, on 28 February 2022 to Question <a href="https://questions-statements.parliament.uk/written-questions/detail/2022-02-18/125599" target="_blank">125599</a>.</p> answering member printed Baroness Barran question first answered 24/03/2022 12:41:27 answering member 4703 label Biography information for Baroness Barran
tabling member	3801 label Biography information for Lord Browne of Belmont

1349325

registered interest
date	21/07/2021
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	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of the number of children educated at home in each of the last two years.
tabling member printed	Lord Browne of Belmont
uin	HL2258
answer	answer is ministerial correction date of answer 26/07/2021 answer text <p>The department does not collect data on children who are home educated, however we are aware of the rising numbers of home-educated children.</p><p>The department supports the right of parents to educate their children at home. Most parents do this with the intention of providing their child with the best education possible, and sometimes during challenging circumstances.</p><p>However, the rising numbers of home educated children cannot be overlooked. For some parents, the child’s education is not the primary reason behind the decision to home educate, which can mean that some children are not being provided with a suitable education.</p><p>The government remains committed to a form of registration system for children not in school. Further details on this will be in the government response to the Children Not in School Consultation, which we will publish in the coming months.</p> answering member printed Baroness Berridge question first answered 26/07/2021 15:40:37 answering member 4218 label Biography information for Baroness Berridge
tabling member	3801 label Biography information for Lord Browne of Belmont

1349326

registered interest
date	21/07/2021
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	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of educational underachievement in Britain; and whether they feel a one-size-fits-all approach is the answer.
tabling member printed	Lord Browne of Belmont
uin	HL2259
answer	answer is ministerial correction date of answer 04/08/2021 answer text <p>Education is a devolved matter, and the response will outline the education reforms for England.</p><p>The government remains committed to raising educational standards for all pupils, to ensure they have the knowledge, qualifications and skills they need to succeed in life. The proportion of schools now rated by Ofsted as Good or Outstanding has risen from 68% in 2010 to 86% in 2020. For all phases of education, there is funding in place that specifically targets disadvantaged children and young people, in order to tackle the attainment gap.</p><p>For children in their early years, the department is investing £17 million to deliver the Nuffield Early Language Intervention, improving the language skills of reception age children who need it most during the COVID-19 outbreak. We have also announced £10 million for a pre-reception early language continued professional development programme, supporting early years staff to work with those disadvantaged children who are at risk of falling behind.</p><p>Disadvantaged children at school continue to benefit from additional funding given to their schools through the pupil premium, worth over £2.5 billion in 2021/22.</p><p>For 16 to 19-year-olds, the national funding formula includes extra funding for disadvantaged students. In 2020/21 the government allocated over £530 million to enable colleges, schools, and other providers to recruit and support disadvantaged 16 to 19-year-olds and to support students with special educational needs and disabilities.</p><p>The Disadvantage Gap Index shows that, between 2011 and 2019, the attainment gap between disadvantaged and non-disadvantaged pupils narrowed by 13% at age 11 and 9% at age 16.</p> answering member printed Baroness Berridge question first answered 04/08/2021 13:36:18 answering member 4218 label Biography information for Baroness Berridge
tabling member	3801 label Biography information for Lord Browne of Belmont

1349327

registered interest
date	21/07/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	School Leaving: Qualifications
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many children left school with no (1) GCSEs, or (2) equivalent qualifications, in each of the last three years.
tabling member printed	Lord Browne of Belmont
uin	HL2260
answer	answer is ministerial correction date of answer 28/07/2021 answer text <p>In 2020, 2.2% of pupils at the end of key stage 4 (age 16) in state funded schools in England had no GCSEs and equivalent passes. This is a small improvement compared with both 2019 and 2018 when the figure was 2.4%.</p><p>At age 16, the percentage of pupils without level 2 (5 good GCSEs or equivalent) was 27.3% in 2019/20, 35.7% in 2018/19, and 35% in 2017/18.</p><p>After the age of 16, pupils should stay in full-time education, be in an apprenticeship or traineeship, or spend 20 hours or more a week working or volunteering, while in part-time education or training. During this period they should gain further qualifications. Of those leaving at age 18 in 2019/20, 20.6% of pupils left school without level 2 (5 good GCSEs or equivalent), an improvement of 14.5% compared with the same cohort at age 16.</p> answering member printed Baroness Berridge question first answered 28/07/2021 15:36:53 answering member 4218 label Biography information for Baroness Berridge
tabling member	3801 label Biography information for Lord Browne of Belmont

1224708

registered interest
date	14/07/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Gambling: Internet
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 schemes in schools and colleges to raise awareness of the dangers of online gambling.
tabling member printed	Lord Browne of Belmont
uin	HL6833
answer	answer is ministerial correction date of answer 27/07/2020 answer text <p>We want to support all young people to be happy, healthy and safe and want to equip them for adult life and to make a positive contribution to society. Relationships Education for all primary school-aged pupils, Relationships and Sex Education (RSE) for all secondary school-aged pupils, and Health Education for all pupils in state-funded schools, will become compulsory from 1 September 2020.</p><p>In light of the circumstances caused by the COVID-19 outbreak and, following engagement with the sector, the department is reassuring schools that although the subjects will still be compulsory from 1 September 2020, schools have flexibility over how they discharge their duty within the first year of compulsory teaching. For further information, I refer the noble Lord to the answer I gave on 10 June to Question <a href="https://www.parliament.uk/business/publications/written-questions-answers-statements/written-question/Commons/2020-06-05/55660/" target="_blank">55660</a>.</p><p>The subjects will support all young people in terms of managing risk, making informed decisions, as well as in key aspects such as mental wellbeing and online behaviour. Under the topic of internet safety and harms, the statutory guidance sets out that young people should be taught about the risks related to online gambling, including the accumulation of debt, how advertising and information is targeted at them, and how to be a discerning consumer of information online. The statutory guidance can be accessed via the following link: <a href="https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education" target="_blank">https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education</a>.</p><p>As with other aspects of the curriculum, schools will have flexibility over how they deliver these subjects, so they can develop an approach that is sensitive to the needs and background of their pupils. Schools should assess each resource they intend to use, to ensure that it is appropriate for the age and maturity of pupils, and sensitive to their needs. These resources must also be factually accurate. We also expect schools to consult with parents on these matters and to make reasonable decisions about the content of their curriculum.</p><p>Many schools draw on the work of subject associations when choosing resources, for example the PSHE Association. They have worked with organisations like Gamble Aware to develop a programme about the dangers of gambling.</p><p>To support schools, the department is investing in a central package to help all schools to teach these subjects. We are currently developing a new online service featuring training materials, an implementation guide and case studies. This will cover all of the teaching requirements in the statutory guidance, including modules on how teachers teach about the risks related to online gambling. The first training material, covering mental wellbeing, is now available on GOV.UK, and additional content will be added in the coming months.</p> answering member printed Baroness Berridge question first answered 27/07/2020 16:52:49 answering member 4218 label Biography information for Baroness Berridge
tabling member	3801 label Biography information for Lord Browne of Belmont

1224711

registered interest
date	14/07/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Mental Health
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of programmes in place to address mental health issues in primary and post-primary schools.
tabling member printed	Lord Browne of Belmont
uin	HL6836
answer	answer is ministerial correction date of answer 28/07/2020 answer text <p>There are a wide range of evidence-based programmes and interventions available for schools to use to support the mental health and wellbeing of their pupils. Schools should choose how best to support their pupils depending on local needs and context and reference to the evidence base.</p><p>The department-funded ‘Supporting Mental Health in Schools and Colleges’ survey in the academic year 2016-17 found that schools already have a wide range of provision on offer. For example, 61% provided school counselling, 70% had support programmes for specific groups of pupils and 53% offered peer support or mentoring. The department’s School Snapshot survey from summer 2019 found that 96% of schools provided support for pupils with identified mental health needs. We have included schools with sources of evidence-based wellbeing activities as part of our guidance on providing education remotely and as pupils return to school so that they can continue to do this.</p><p>In order to improve the evidence base available to schools, the department is funding a large-scale programme of randomised controlled trials of school based mental health and wellbeing interventions. The aim of the ‘Education for Wellbeing’ programme is to provide evidence on what works to support children and young people’s mental health and wellbeing and how it can be delivered effectively in a school setting. The programme consists of 2 large trials, and there will be around 350 participating schools by the end of the project in 2021, making this one of the largest studies in the world of its kind.</p><p>The department has also published detailed plans for all children and young people to return to full-time education from September. The guidance highlights the particular need to focus on pastoral support and mental wellbeing as a central part of what schools provide, in order to re-engage them and rebuild social interaction with their friends and teachers. This will involve curriculum provision as well as extra-curricular and pastoral support, and our recently published relationships, sex and health education training module will support teachers with preparation to deliver content on mental health and wellbeing. The guidance for schools is available here:<br> <a href="https://www.gov.uk/government/news/schools-and-colleges-to-reopen-in-full-in-september" target="_blank">https://www.gov.uk/government/news/schools-and-colleges-to-reopen-in-full-in-september</a>.</p><p>The department in collaboration with Public Health England and NHS England, delivered 2 webinars in July to provide further mental health support. The first webinar was for schools and colleges to support teachers in promoting and supporting the mental wellbeing of children and young people during the COVID-19 outbreak. The second event was for stakeholders across the local system to support strengthening of local partnerships to further support children and young people’s mental health as they return to school. We had around 10,000 sign up to the first webinar and around 1,300 to the second, and they are now available online for wider use.</p><p>We also remain committed to implementing the core proposals set out in response to the consultation on ‘Transforming children and young people’s mental health provision: A Green Paper’. Part of that commitment includes establishing new Mental Health Support Teams (MHSTs) in 20-25% of the country by 2023, as part of the additional support for children and young people’s mental health in the NHS Long Term Plan, and we are ahead of trajectory to achieving this. Where already established, MHSTs are adapting their services to continue supporting children and young people remotely during the COVID-19 outbreak. The green paper is available here:<br> <a href="https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper" target="_blank">https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper</a>.</p><p>The National Institute for Health Research and Health Services &amp; Delivery Research Policy Research Programme programmes have jointly commissioned Birmingham, RAND and Cambridge Evaluation Centre and the Policy Innovation and Evaluation Research Unit to carry out a robust and independent evaluation of the implementation of core proposals within the ‘Transforming children and young people’s mental health provision: A Green Paper’. The protocol for this evaluation was published in October 2019 and is available here:<br> <a href="https://fundingawards.nihr.ac.uk/award/16/138/31" target="_blank">https://fundingawards.nihr.ac.uk/award/16/138/31</a>.</p><p>Evaluation fieldwork was paused due to the COVID-19 outbreak. Future plans for the evaluation are currently being reviewed to account for impacts of the COVID-19 outbreak on fieldwork, and any revisions will be included in an updated evaluation protocol.</p> answering member printed Baroness Berridge question first answered 28/07/2020 16:13:41 answering member 4218 label Biography information for Baroness Berridge
tabling member	3801 label Biography information for Lord Browne of Belmont

1183161

registered interest
date	05/03/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Skilled Workers: Vacancies
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what estimate they have made of the percentage of job vacancies which remain unfilled because of skill shortages among potential applicants; and what steps they are taking to introduce training courses and apprenticeships to fill that gap.
tabling member printed	Lord Browne of Belmont
uin	HL2253
answer	answer is ministerial correction date of answer 24/03/2020 answer text <p>The Employer Skills Survey 2017 identified 1,007,000 vacancies, of which 226,000 were skill-shortage vacancies (SSVs) – representing 22% of all vacancies. This percentage has remained broadly stable over several waves of the survey – 23% in 2015. Employers were most likely to report SSVs for Skilled Trades (42% of all Skilled Trades vacancies were SSVs), Machine Operatives (31% of all these vacancies were SSVs) and Professionals (30% of all these vacancies were SSVs). These proportions are also in line with 2015 percentages. We are awaiting results of the 2019 survey.</p><p> </p><p>We have put in place a range of measures to tackle skills gaps. We are making apprenticeships longer, better, with more off-the-job training and proper assessment at the end, with new standards across all levels being designed and driven by the industry so they can equip people with the skills they need. We will be investing up to £500 million a year in T levels, a high quality technical alternative to A levels, which will be more rigorous than current vocational courses and involve employers in their development to ensure the qualifications have real labour market value.</p><p>We also investing up to £290 million of capital funding to establish 20 new Institutes of Technology, which will be the pinnacle of technical training offering higher technical education and training in key sectors such as digital, construction, advanced manufacturing and engineering.</p><p> </p><p>We have also invested £100 million into establishing a National Retaining Scheme, which will help prepare adults for future changes to the economy, including those brought about by automation, and help them retrain into better jobs. On top of this we are investing an extra £3 billion, over the course of this Parliament, for a new National Skills Fund to help people learn new skills and prepare for the economy of the future. The fund will help ensure that businesses can find and hire the workers they need and help people fulfil their potential.</p><p> </p> answering member printed Baroness Berridge question first answered 24/03/2020 17:17:31 answering member 4218 label Biography information for Baroness Berridge
tabling member	3801 label Biography information for Lord Browne of Belmont

1175161

registered interest
date	21/01/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Education
house id	2
legislature	25277 pref label House of Lords
question text	Her Majesty's Government which Parliamentary constituencies have no further or higher education establishments within their boundaries.
tabling member printed	Lord Browne of Belmont
uin	HL612
answer	answer is ministerial correction date of answer 04/02/2020 answer text <p>Further education and higher education are devolved matters. The department does not have ready access to the location of all further education colleges within the UK and so cannot provide an answer in the form requested in the time available. The answer below therefore focuses on England.</p><p>In England, of the 533 parliamentary constituencies, there are 52 with no further education colleges or higher education institutions registered within their boundaries.</p><p>The attached tables contain the full list of these constituencies.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 04/02/2020 17:44:49 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name HL612_Constituencies_with_no_FE_or_HE_provision_in_England.xls title HL612_Table
tabling member	3801 label Biography information for Lord Browne of Belmont

1175124

registered interest
date	20/01/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Young People: Unemployment
house id	2
legislature	25277 pref label House of Lords
question text	Her Majesty's Government how many young people aged between 16 and 19 years old were not in education, employment or training in each quarter of 2018.
tabling member printed	Lord Browne of Belmont
uin	HL552
answer	answer is ministerial correction date of answer 03/02/2020 answer text <p>The number and proportion of 16 to 18 year olds not in education, employment or training (NEET) in England for each quarter of 2018<a href="https://educationgovuk.sharepoint.com/sites/cd/c/Written%20PQs/WPQT%20-%202019-20%20Drafts/HL552%20PRD%20PM%20300120.docx#_ftn1" target="_blank">[1]</a> can be found in the table below:</p><p> </p><p> </p><p> </p><table><tbody><tr><td rowspan="2"><p><strong>January to March 2018</strong></p></td><td><p>Number of 16 to 18 year old NEETs</p></td><td><p>117,000</p></td></tr><tr><td><p>Percentage of 16 to 18 year old NEETs</p></td><td><p>6.5%</p></td></tr><tr><td rowspan="2"><p><strong>April to June 2018</strong></p></td><td><p>Number of 16 to 18 year old NEETs</p></td><td><p>117,000</p></td></tr><tr><td><p>Percentage of 16 to 18 year old NEETs</p></td><td><p>6.5%</p></td></tr><tr><td rowspan="2"><p><strong>July to September 2018</strong></p></td><td><p>Number of 16 to 18 year old NEETs</p></td><td><p>148,000</p></td></tr><tr><td><p>Percentage of 16 to 18 year old NEETs</p></td><td><p>8.2%</p></td></tr><tr><td rowspan="2"><p><strong>October to December 2018</strong></p></td><td><p>Number of 16 to 18 year old NEETs</p></td><td><p>124,000</p></td></tr><tr><td><p>Percentage of 16 to 18 year old NEETs</p></td><td><p>7%</p></td></tr></tbody></table><p> </p><p>Source: ‘NEET statistics annual brief: 2018’, from the ‘Labour Force Survey’, available at the following link: <a href="https://www.gov.uk/government/statistics/neet-statistics-annual-brief-2018" target="_blank">https://www.gov.uk/government/statistics/neet-statistics-annual-brief-2018</a>. Numbers rounded to the nearest 1000.</p><p>It should be noted, that due to seasonal variation in NEET rates, comparisons should not be made between in-year quarters.</p><p> </p><p> </p><p> </p><p>The proportion of young people not in education, employment or training (NEET) was the lowest on record in the first 3 quarters of 2018.</p><p> </p><p>As shown in the table below, there has been a downward trend in 16 to 18 year old NEETs since 2010:</p><p> </p><p> </p><table><tbody><tr><td><p> </p></td><td><p>Percentage of 16 to 18 year old NEETs in 2010</p></td><td><p>Percentage of 16 to 18 year old NEETs in 2018</p></td><td><p>Change (in percentage points)</p></td></tr><tr><td><p>January to March</p></td><td><p>10.2%</p></td><td><p>6.5%</p></td><td><p>-3.7</p></td></tr><tr><td><p>April to June</p></td><td><p>10.3%</p></td><td><p>6.5%</p></td><td><p>-3.8</p></td></tr><tr><td><p>July to September</p></td><td><p>13.5%</p></td><td><p>8.2%</p></td><td><p>-5.3</p></td></tr><tr><td><p>October to December</p></td><td><p>8.3%</p></td><td><p>7.0%</p></td><td><p>-1.3</p></td></tr></tbody></table><p> </p><p>Local authorities have a statutory duty to identify and support young people who are NEET.</p><p> </p><p>Under Raising the Participation Age, all young people in England are now required to continue in education or training until their 18th birthday. Most continue until the end of the academic year in which they turn 18.</p><p> </p><p>Additionally, the government invested around £7 billion during the last academic year to ensure there was a place in education or training for every 16 to 19 year old.</p><p> </p><p>Regarding further education, the Adult Education Budget funds the first full level 2 and 3 qualifications for 19 to 23 year olds, training up to level 2 for unemployed people and English and maths for all adults who have not achieved level 2.</p><p> </p><p> </p><p> </p><p><a href="https://educationgovuk.sharepoint.com/sites/cd/c/Written%20PQs/WPQT%20-%202019-20%20Drafts/HL552%20PRD%20PM%20300120.docx#_ftnref1" target="_blank">[1]</a> The figures are based on young people aged 16 to 18 as at 31 August 2018, the start of the academic year, and will therefore include young people who turn 19 throughout the course of the 2018/19 academic year.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 03/02/2020 17:56:03 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	3801 label Biography information for Lord Browne of Belmont

1139050

registered interest
date	15/07/2019
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	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many schools in England and Wales are currently under special measures; and how long each of those schools have been subject to such measures.
tabling member printed	Lord Browne of Belmont
uin	HL17135
answer	answer is ministerial correction date of answer 23/07/2019 answer text <p>For schools in England, this is a matter for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the noble Lord Browne of Belmont directly and a copy of her reply will be placed in the Libraries of both Houses.</p><p> </p><p>For schools in Wales, education is a devolved matter. It is for the National Assembly to decide on policy for schools in Wales.</p> answering member printed Lord Agnew of Oulton question first answered 23/07/2019 11:08:19 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	3801 label Biography information for Lord Browne of Belmont