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1142776

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	History: GCE A-level and GCSE
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate he has made of the number of pupils learning about the British Empire at (a) GCSE and (b) A level.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	284393
answer	answer is ministerial correction date of answer 05/09/2019 answer text <p>The history curriculum gives teachers and schools the freedom and flexibility to use specific examples from history to teach pupils about the history of Britain and the wider world. This can include the topic of the British Empire. Schools and teachers are able to determine which examples, topics and resources to use to stimulate and challenge pupils, as well as reflect key points in history. A high quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past, and that of the wider world.</p><p> </p><p>The Department does not estimate the numbers of pupils being taught specific topics within the curriculum. Entries to history GCSE have increased by 7% from 2018, and there has been a 5% increase to A level history this year, meaning that history A level entries are now at a higher level than in 2010.</p><p> </p><p>The Department sets out the subject content for GCSE and A level history. Within this framework, exam boards have the flexibility to offer a greater focus on particular knowledge areas within the scope of the subject content, including, if they choose, the British Empire. Exam boards can only award GCSEs and A levels once the Office for Qualifications and Examinations regulation (Ofqual) accredits them. Ofqual accredits qualifications when it is confident that the exam board can comply with the requirements for the qualification on an ongoing basis.</p><p> </p><p>Although the subject content does not specifically require teaching on the British Empire, both GCSE and A level history must include a substantial element of British history and/or the history of England, Scotland, Ireland or Wales. The new GCSE subject content requires a minimum of 40% British history, and the new A level subject content requires a minimum of 20% British history.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 284400 question first answered 05/09/2019 16:52:19 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1142777

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Higher Education: Equal Pay
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate he has made of the gender pay gap in higher education (a) at Portsmouth University and (b) in the UK.
tabling member constituency	Portsmouth South
tabling member printed	Stephen Morgan
uin	284396
answer	answer is ministerial correction date of answer 05/09/2019 answer text <p>Since April 2017, employers with more than 250 staff are required by law to annually report gender pay gap information. All of the gender pay gap data published by organisations, including the University of Portsmouth, is available on the government’s reporting website: <a href="https://gender-pay-gap.service.gov.uk/" target="_blank">https://gender-pay-gap.service.gov.uk/</a>.</p><p> </p> answering member constituency South Staffordshire answering member printed Gavin Williamson question first answered 05/09/2019 16:31:55 answering member 4108 label Biography information for Sir Gavin Williamson
tabling member	4653 label Biography information for Stephen Morgan

1142778

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	History: GCE A-level and GCSE
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 (a) quality and (b) quantity of British Empire history modules offered by exam boards at (a) GCSE and (b) A level.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	284400
answer	answer is ministerial correction date of answer 05/09/2019 answer text <p>The history curriculum gives teachers and schools the freedom and flexibility to use specific examples from history to teach pupils about the history of Britain and the wider world. This can include the topic of the British Empire. Schools and teachers are able to determine which examples, topics and resources to use to stimulate and challenge pupils, as well as reflect key points in history. A high quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past, and that of the wider world.</p><p> </p><p>The Department does not estimate the numbers of pupils being taught specific topics within the curriculum. Entries to history GCSE have increased by 7% from 2018, and there has been a 5% increase to A level history this year, meaning that history A level entries are now at a higher level than in 2010.</p><p> </p><p>The Department sets out the subject content for GCSE and A level history. Within this framework, exam boards have the flexibility to offer a greater focus on particular knowledge areas within the scope of the subject content, including, if they choose, the British Empire. Exam boards can only award GCSEs and A levels once the Office for Qualifications and Examinations regulation (Ofqual) accredits them. Ofqual accredits qualifications when it is confident that the exam board can comply with the requirements for the qualification on an ongoing basis.</p><p> </p><p>Although the subject content does not specifically require teaching on the British Empire, both GCSE and A level history must include a substantial element of British history and/or the history of England, Scotland, Ireland or Wales. The new GCSE subject content requires a minimum of 40% British history, and the new A level subject content requires a minimum of 20% British history.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 284393 question first answered 05/09/2019 16:52:19 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1142779

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	STEM Subjects: Higher 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 effect on funding for STEM subjects at higher education institutions of the UK leaving the EU without a deal.
tabling member constituency	Portsmouth South
tabling member printed	Stephen Morgan
uin	284403
answer	answer is ministerial correction date of answer 05/09/2019 answer text <p>Part of the teaching grant funding that the government provides to eligible higher education (HE) providers, via the Office for Students, is allocated to support the provision of high-cost subjects, including science, technology, engineering and mathematics (STEM) subjects. We do not expect this funding arrangement to change as a result of Brexit.</p><p> </p><p>We do not expect any significant short-term increase in the vulnerability of HE providers to financial failure as a result of no deal EU Exit. The income shock from EU exit, deal or otherwise, is expected to be ‘manageable’, and any effect will not lead to a cliff-edge.</p><p> </p><p>Department for Education officials engage regularly with HE institutions in relation to HE funding and the provision of high-priority courses such as STEM, as well as on EU Exit.</p><p> </p> answering member constituency South Staffordshire answering member printed Gavin Williamson question first answered 05/09/2019 16:54:49 answering member 4108 label Biography information for Sir Gavin Williamson
tabling member	4653 label Biography information for Stephen Morgan

1142780

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	STEM Subjects: Higher Education
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 universities on the effect of higher education funding arrangements on the sustainability of STEM courses in (a) Portsmouth and (b) the UK.
tabling member constituency	Portsmouth South
tabling member printed	Stephen Morgan
uin	284408
answer	answer is ministerial correction date of answer 05/09/2019 answer text <p>Part of the teaching grant funding that the government provides to eligible higher education providers, via the Office for Students, is allocated to support the provision of high-cost subjects, including most science, technology, engineering and mathematics (STEM) subjects.</p><p>As part of the government’s Post-18 Education and Funding Review, the department will be considering recommendations made by the independent panel carefully. The government has not yet made a decision regarding the recommendations put forward. The department will continue to engage with stakeholders as it considers the recommendations.</p><p>Discussions with stakeholders are likely to include higher education funding and provision of high-priority courses, such as STEM.</p> answering member constituency South Staffordshire answering member printed Gavin Williamson question first answered 05/09/2019 16:52:21 answering member 4108 label Biography information for Sir Gavin Williamson
tabling member	4653 label Biography information for Stephen Morgan

1142813

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Uniforms
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he will take to make school uniforms and PE kits more affordable for families on low incomes.
tabling member constituency	Birkenhead
tabling member printed	Frank Field
uin	284251
answer	answer is ministerial correction date of answer 05/09/2019 answer text <p>It is for the governing body of a school, or in the case of academies, the academy trust, to decide rules relating to appearance including whether there should be a school uniform, what it will be and how it should be sourced.</p><p>No school uniform should be so expensive as to leave pupils or their families feeling unable to apply to, or attend, a school of their choice. The Department’s best-practice guidance advises schools that they should give the highest priority to cost considerations and achieving value for money for parents.</p><p>The Department intends to put the school uniform guidance on a statutory footing when a suitable opportunity arises and the guidance is available at: <a href="https://www.gov.uk/government/publications/school-uniform" target="_blank">https://www.gov.uk/government/publications/school-uniform</a>.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 05/09/2019 16:20:04 answering member 111 label Biography information for Nick Gibb
tabling member	478 label Biography information for Lord Field of Birkenhead

1142987

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Protection
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 implications for his policies of the recommendations made by Missing Families in its report entitled All of us were broken, published 29 July 2019; and what steps he is taking to improve protections and support for children at risk of exploitation and their families.
tabling member constituency	Sheffield, Brightside and Hillsborough
tabling member printed	Gill Furniss
uin	284506
answer	answer is ministerial correction date of answer 05/09/2019 answer text <p>The department welcomes Missing People’s work on this matter and, together with the Home Office, will give due consideration to the report’s recommendations.</p><p> </p><p>To improve protections and support for children at risk of exploitation and their families, we have strengthened local safeguarding arrangements through the Children and Social Work Act (2017). We have placed a duty on safeguarding partners – the police, health and the local authority – to work together to make plans to keep children safe and be accountable for how well agencies work together to protect children from abuse and neglect in their local area.</p><p> </p><p>These new arrangements to safeguard and promote the welfare of all children must be implemented by safeguarding partners by the end of September 2019. It will be for local determination regarding what the arrangements cover, but they must set out how all children, including those at risk of child criminal exploitation, will be kept safe. In order to ensure transparency regarding the activities undertaken, the safeguarding partners must publish a report, at least once in every 12-month period, setting out what they have done as a result of the arrangements and how effective these arrangements have been in practice.</p><p> </p><p>In 2018 we revised the ‘Working Together to Safeguard Children’ and ‘Keeping Children Safe in Education’ statutory safeguarding guidance documents to reflect new and emerging risks of harm to children including county lines, criminal exploitation and other harms from outside the home.</p><p>The department is also funding a £2 million Tackling Child Exploitation support programme to provide evidence-based expertise, advice and practical support to safeguarding partners in local areas to develop an effective multi-agency response to extra-familial harms such as child sexual exploitation, child criminal exploitation and gang and drug involvement that exploit vulnerable children.</p> answering member constituency Saffron Walden answering member printed Mrs Kemi Badenoch question first answered 05/09/2019 16:13:45 answering member 4597 label Biography information for Kemi Badenoch
tabling member	4571 label Biography information for Gill Furniss

1143107

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Truancy
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will respond to the petition entitled Stop treating school refusal as truancy hosted by 38 Degrees from Not Fine in School which calls for the creation of a new legal attendance / absence code that will measure the scale of school refusal.
tabling member constituency	Hove
tabling member printed	Peter Kyle
uin	284511
answer	answer is ministerial correction date of answer 05/09/2019 answer text <p>The Department trusts schools to record, authorise and monitor attendance effectively and to work constructively with individual parents and pupils to improve school attendance where it is a problem.</p><p> </p><p>The law places a duty on parents to ensure that their child attends school regularly where the child is of compulsory school age and registered at a school. The Education Act 1996 also sets out the situations in which an absent pupil will not be taken to have failed to attend school regularly, such as where the child was prevented from attending due to illness.</p><p> </p><p>The Department recognises that mental health problems can have an impact on a pupil’s attendance and the guidance to schools is clear that they should authorise pupil absence due to illness (both physical and mental health related) unless they have genuine cause for concern about the veracity of an illness. If the authenticity of illness is in doubt, schools can request parents to provide medical evidence to support absence, but this is not mandatory.</p><p> </p><p>The statutory Special Educational Need and Disability Code of Practice sets out the approach that schools should take when staff notice an emerging issue, including mental health issues. Where more serious problems occur, schools should expect pupils and families to be able to access support from specialist services.</p><p> </p><p>Local authorities must arrange suitable full-time education for children of compulsory school age who, because of illness, would not receive suitable education without such provision. The Department’s statutory guidance states that local authorities should provide such education as soon as it is clear that a child will be away from school for 15 days or more, whether consecutive or cumulative.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 284514 284778 question first answered 05/09/2019 16:32:23 answering member 111 label Biography information for Nick Gibb
tabling member	4505 label Biography information for Peter Kyle

1143108

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Truancy
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to the petition entitled Stop treating school refusal as truancy hosted by 38 Degrees from Not Fine in School, if he will make an assessment of the potential merits of introducing a new legal attendance / absence code to measure the scale of school refusal.
tabling member constituency	Hove
tabling member printed	Peter Kyle
uin	284778
answer	answer is ministerial correction date of answer 05/09/2019 answer text <p>The Department trusts schools to record, authorise and monitor attendance effectively and to work constructively with individual parents and pupils to improve school attendance where it is a problem.</p><p> </p><p>The law places a duty on parents to ensure that their child attends school regularly where the child is of compulsory school age and registered at a school. The Education Act 1996 also sets out the situations in which an absent pupil will not be taken to have failed to attend school regularly, such as where the child was prevented from attending due to illness.</p><p> </p><p>The Department recognises that mental health problems can have an impact on a pupil’s attendance and the guidance to schools is clear that they should authorise pupil absence due to illness (both physical and mental health related) unless they have genuine cause for concern about the veracity of an illness. If the authenticity of illness is in doubt, schools can request parents to provide medical evidence to support absence, but this is not mandatory.</p><p> </p><p>The statutory Special Educational Need and Disability Code of Practice sets out the approach that schools should take when staff notice an emerging issue, including mental health issues. Where more serious problems occur, schools should expect pupils and families to be able to access support from specialist services.</p><p> </p><p>Local authorities must arrange suitable full-time education for children of compulsory school age who, because of illness, would not receive suitable education without such provision. The Department’s statutory guidance states that local authorities should provide such education as soon as it is clear that a child will be away from school for 15 days or more, whether consecutive or cumulative.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 284511 284514 question first answered 05/09/2019 16:32:23 answering member 111 label Biography information for Nick Gibb
tabling member	4505 label Biography information for Peter Kyle

1143109

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Truancy
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 schools are consistent in their responses to cases of school refusal.
tabling member constituency	Hove
tabling member printed	Peter Kyle
uin	284514
answer	answer is ministerial correction date of answer 05/09/2019 answer text <p>The Department trusts schools to record, authorise and monitor attendance effectively and to work constructively with individual parents and pupils to improve school attendance where it is a problem.</p><p> </p><p>The law places a duty on parents to ensure that their child attends school regularly where the child is of compulsory school age and registered at a school. The Education Act 1996 also sets out the situations in which an absent pupil will not be taken to have failed to attend school regularly, such as where the child was prevented from attending due to illness.</p><p> </p><p>The Department recognises that mental health problems can have an impact on a pupil’s attendance and the guidance to schools is clear that they should authorise pupil absence due to illness (both physical and mental health related) unless they have genuine cause for concern about the veracity of an illness. If the authenticity of illness is in doubt, schools can request parents to provide medical evidence to support absence, but this is not mandatory.</p><p> </p><p>The statutory Special Educational Need and Disability Code of Practice sets out the approach that schools should take when staff notice an emerging issue, including mental health issues. Where more serious problems occur, schools should expect pupils and families to be able to access support from specialist services.</p><p> </p><p>Local authorities must arrange suitable full-time education for children of compulsory school age who, because of illness, would not receive suitable education without such provision. The Department’s statutory guidance states that local authorities should provide such education as soon as it is clear that a child will be away from school for 15 days or more, whether consecutive or cumulative.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 284511 284778 question first answered 05/09/2019 16:32:23 answering member 111 label Biography information for Nick Gibb
tabling member	4505 label Biography information for Peter Kyle