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1151789

registered interest
date	23/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices and Vocational Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department has taken to promote (a) vocational qualifications and (b) apprenticeships to students and young people.
tabling member constituency	Wansbeck
tabling member printed	Ian Lavery
uin	4320
answer	answer is ministerial correction date of answer 30/10/2019 answer text <p>We are introducing T levels, a high-quality technical alternative to A levels to help young people get the high-wage, high-skill jobs of the future. With longer teaching hours, higher standards and a meaningful industry placement, T levels will be more rigorous and occupationally relevant than many current vocational courses.</p><p>Alongside the introduction of T levels, we are reviewing post-16 qualifications at level 3 and below. The aim is to ensure that qualifications are necessary, have a distinct purpose, are high- quality and support progression.</p><p> </p><p> </p><p>Apprenticeships are a high-quality alternative path to a career for people of all ages and we are improving the quality of apprenticeships through making them longer, better, with more off-the job training and proper assessment at the end.</p><p>We have established 4 National Colleges, which are leading the way in the design and delivery of higher technical skills training, ensuring that industries and sectors which are critical to our national economic growth, have the skills they need.</p><p> </p><p>We are investing up to £290 million of capital funding to enable every region in England to establish a high quality Institute of Technology. With state-of-the-art equipment and facilities, and employers in the driving seat, they will give businesses the skilled workforce they need to drive growth and productivity and get more people into rewarding jobs.</p><p> </p><p>It is important that students and young people have access to high-quality information and advice about their choices, including technical options and apprenticeships.</p><p>In 2017 we introduced a new Careers Strategy, setting out a long-term plan to build a world class careers system that will help young people and adults choose the career that’s right for them. An important element of the strategy is the responsibility that schools and colleges must provide their students with a full picture of their options. This includes a new law introduced in January 2018, under which schools must allow technical education and apprenticeship providers into their schools to talk to pupils about their offer.</p><p>We have also undertaken a range of activities to make students and young people aware of the benefits an apprenticeship can offer. Our apprenticeships campaign, Fire It Up, is working to promote apprenticeships to young people, demonstrating that they are an aspirational choice for anyone with passion and energy.</p><p>We are also working with schools to promote apprenticeships to students. We have developed Amazing Apprenticeships, a website and resource portal for schools and teachers. In addition, we offer a free service to schools through the Apprenticeship Support and Knowledge (ASK) project to ensure that teachers have the knowledge and support to enable them to promote apprenticeships to their students. Last academic year the ASK programme reached over 300,000 students across 2,368 establishments and from September 2019 it has been extended to include years 7 to 9.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 30/10/2019 20:01:47 answering member 4530 label Biography information for Michelle Donelan
tabling member	4139 label Biography information for Ian Lavery

1151822

registered interest
date	23/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Universities: Racial Discrimination
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to ensure that universities investigate all complaints made by students and staff about racism at universities.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	4262
answer	answer is ministerial correction date of answer 28/10/2019 answer text <p>Racial harassment is unacceptable and we cannot tolerate staff and students being victims of it at our world-leading universities. There is no place in our society - including within higher education (HE) – for hatred or any form of harassment, discrimination or racism. Universities have clear responsibilities in this regard.</p><p> </p><p>HE providers in England are independent and autonomous. They are responsible for addressing student complaints and for meeting their responsibilities under the Equality Act 2010. The government expects providers to discharge their responsibilities fully and have robust policies and procedures in place to handle student complaints, comply with the law and to investigate and swiftly address incidents reported to them.</p><p> </p><p>Where a student complaint cannot be resolved through the institution’s complaint processes, the student can ask for their complaint to be reviewed by the Office for the Independent Adjudicator (OIA) for HE in England. As a result of the government‘s recent HE reforms, all HE providers on the HE Regulator’s register, the Office for Students (OfS), are required to join the OIA.</p><p>The government will continue to work closely with partners, including Universities UK and the OfS, to drive progress on matters of racial harassment in HE.</p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 28/10/2019 13:57:49 answering member 4021 label Biography information for Chris Skidmore
tabling member	308 label Biography information for Mr Jim Cunningham

1151830

registered interest
date	23/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Employment and Training
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to increase the (a) quantity and (b) quality of employment and training opportunities for SEND students over the age of 16.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	4263
answer	answer is ministerial correction date of answer 28/10/2019 answer text <p>The Special Educational Needs and Disabilities (SEND) Code of Practice explicitly states that all children and young people with SEND, whether or not they have an Education, Health and Care (EHC) plan, should be prepared for adulthood, including employment. We know that with the right preparation and support, the overwhelming majority of young people with SEND are capable of sustained paid employment. All professionals working with them should share that presumption and should provide the career advice and support that help young people to develop the skills and experience, and achieve the qualifications, that they need to succeed in their careers.</p><p>Work-based learning is available through personalised study programmes for all young people aged 16 to 19, or up to age 25 if the young person has an EHC plan. This includes:</p><ul><li>Supported Internships – these are structured study programmes, based primarily at an employer. They equip young people who have an EHC plan with the skills they need for work, through learning in the workplace. In December 2017, the department provided an additional £9.7 million to local authorities to train job coaches and establish supported internship forums, bringing together local partners to develop and deliver supported internships in their area.</li></ul><p> </p><ul><li>Traineeships - these support young people aged 16-24 (25 with an EHC plan) by providing quality training for young people who need to develop their skills and experience to access apprenticeships and other sustainable employment. The department is currently considering how the programme can provide a more effective pathway into apprenticeships. We are also considering greater flexibility and employer involvement in the design, whilst retaining what currently works.</li></ul><p> </p><ul><li>We have also taken steps to ensure apprenticeships are accessible to those with an EHC plan or legacy statement. This includes adjusting the minimum English and maths requirements to Entry Level 3 Functional Skills if they struggle to achieve the regular English and maths minimum requirements but can otherwise meet the occupational standards of the apprenticeship.</li></ul><p> </p><ul><li>We have also funded Mencap, to help colleges arrange work experience placements for learners with SEND.</li></ul><p> </p><p> </p><p> </p><p> </p><p>However, we know there is more to do and that is why in September, my right hon. Friend, the Secretary of State for Education announced a cross-government review of provision for children and young people with SEND, to ensure that they are supported to thrive and prepare for adulthood, including employment.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 28/10/2019 14:35:13 answering member 4530 label Biography information for Michelle Donelan
tabling member	308 label Biography information for Mr Jim Cunningham

1151838

registered interest
date	23/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Social Media: Harassment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to ensure that the statutory guidance for 2020 on (a) Relationships Education, Relationships and Sex Education and (b) Health Education will include guidance on online abuse and threats on (i) Twitter and (ii) other social media.
tabling member constituency	Dudley North
tabling member printed	Ian Austin
uin	4292
answer	answer is ministerial correction date of answer 28/10/2019 answer text <p>The Department wants schools to equip their pupils with the knowledge needed to make the best use of the internet and technology in a safe, considered and respectful way.</p><p> </p><p>Through the guidance for the new subjects of relationships education, relationships and sex education and health education, teachers will address online safety and appropriate behaviour in an age appropriate way.</p><p>This topic is threaded throughout the guidance which sets out, for example, that pupils should be taught about the rules and principles for keeping safe online, including how to recognise risks, harmful content and behaviours, and how and to whom to report issues. Pupils should also be made aware of the relevant legal provisions when key topics are being taught, including online behaviours.</p><p>The guidance also refers to some key publications about internet safety which can be used by teachers and others in teaching about this topic. The guidance can be found here: <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> </p><p>This teaching will complement the existing computing curriculum, which covers the principles of online safety at all key stages, with progression in the content to reflect the different and escalating risks that pupils face. This includes how to use technology safely, responsibly, respectfully and securely, and where to go for help and support when they have concerns about content or contact on the internet or other online technologies.</p><p>There are other curriculum subjects which include content relevant to teaching pupils how to use the internet appropriately and safely. For example, citizenship education covers media literacy, distinguishing fact from opinion and the role and responsibility of the media in informing and shaping public opinion.</p><p>The Department has also published non-statutory guidance, ‘Teaching Online Safety’ in schools. This outlines how schools can ensure their pupils understand how to stay safe and behave online, as part of these existing curriculum requirements and is available here: <a href="https://www.gov.uk/government/publications/teaching-online-safety-in-schools" target="_blank">https://www.gov.uk/government/publications/teaching-online-safety-in-schools</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 4293 question first answered 28/10/2019 14:43:08 answering member 111 label Biography information for Nick Gibb
tabling member	1511 label Biography information for Lord Austin of Dudley

1151839

registered interest
date	23/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Twitter: Harassment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what advice is included in the statutory guidance for 2020 on (a) Relationships Education, Relationships and Sex Education and (b) Health Education to minimise social media harassment of young adults using Twitter.
tabling member constituency	Dudley North
tabling member printed	Ian Austin
uin	4293
answer	answer is ministerial correction date of answer 28/10/2019 answer text <p>The Department wants schools to equip their pupils with the knowledge needed to make the best use of the internet and technology in a safe, considered and respectful way.</p><p> </p><p>Through the guidance for the new subjects of relationships education, relationships and sex education and health education, teachers will address online safety and appropriate behaviour in an age appropriate way.</p><p>This topic is threaded throughout the guidance which sets out, for example, that pupils should be taught about the rules and principles for keeping safe online, including how to recognise risks, harmful content and behaviours, and how and to whom to report issues. Pupils should also be made aware of the relevant legal provisions when key topics are being taught, including online behaviours.</p><p>The guidance also refers to some key publications about internet safety which can be used by teachers and others in teaching about this topic. The guidance can be found here: <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> </p><p>This teaching will complement the existing computing curriculum, which covers the principles of online safety at all key stages, with progression in the content to reflect the different and escalating risks that pupils face. This includes how to use technology safely, responsibly, respectfully and securely, and where to go for help and support when they have concerns about content or contact on the internet or other online technologies.</p><p>There are other curriculum subjects which include content relevant to teaching pupils how to use the internet appropriately and safely. For example, citizenship education covers media literacy, distinguishing fact from opinion and the role and responsibility of the media in informing and shaping public opinion.</p><p>The Department has also published non-statutory guidance, ‘Teaching Online Safety’ in schools. This outlines how schools can ensure their pupils understand how to stay safe and behave online, as part of these existing curriculum requirements and is available here: <a href="https://www.gov.uk/government/publications/teaching-online-safety-in-schools" target="_blank">https://www.gov.uk/government/publications/teaching-online-safety-in-schools</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 4292 question first answered 28/10/2019 14:43:08 answering member 111 label Biography information for Nick Gibb
tabling member	1511 label Biography information for Lord Austin of Dudley

1151855

registered interest
date	23/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Universities: Racial Harassment
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 Equality and Human Rights Commission's report entitled, Tackling harassment: universities challenged; and what steps he is taking to ensure that university staff receive adequate training to deal effectively with racial harassment.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	4286
answer	answer is ministerial correction date of answer 28/10/2019 answer text <p>Racial harassment is unacceptable and we cannot tolerate staff and students being victims of it at our world-leading universities. There is no place in our society - including within higher education (HE) – for hatred or any form of harassment, discrimination or racism. Universities have clear responsibilities in this regard.</p><p>As independent institutions, HE providers are responsible for training and development opportunities available for their staff. We encourage providers to make use of tools such as the Race Equality Charter and the Race at Work Charter to identify and address institutional and cultural barriers that affect minority ethnic staff and students.</p><p>We will continue to work closely with partners, including Universities UK and the Office for Students on matters of harassment and hate crime in HE.</p><p>The Concordat to Support the Career Development of Researchers recognises the need to create and develop positive environments and cultures in which all researchers can flourish and achieve their full potential. This includes having effective policies and practice for tackling discrimination, bullying and harassment and providing appropriate support for those reporting issues.</p><p>By improving the representation, progression and success of minority ethnic staff within HE we can ensure that everyone who has the potential to thrive at university, both as a student and as a member of staff, does so.</p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 28/10/2019 13:37:32 answering member 4021 label Biography information for Chris Skidmore
tabling member	1436 label Biography information for Paul Farrelly

1151922

registered interest
date	23/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Autism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will provide guidance to schools and colleges on good SEN support for children and young people who are on the autism spectrum.
tabling member constituency	Tewkesbury
tabling member printed	Mr Laurence Robertson
uin	4249
answer	answer is ministerial correction date of answer 28/10/2019 answer text <p>The department is committed to promoting effective special educational needs and disabilities (SEND) support within schools and colleges, and good social care provision for all, including autistic children and young people. The department has issued guidance that encompasses all forms of SEND.</p><p>The SEND Code of Practice (2014) places a duty on schools and colleges to use their best endeavours to support all pupils with SEND, including those with autism. Support should be focused on the needs of individual children and young people, which can vary enormously even for those who have the same condition and where they may have more than one condition. This means that the educational interventions that may be effective for one child will not necessarily work for another with the same diagnosis. This need for a flexible and child-centred approach is why, as a department, we do not prescribe specific guidance on supporting particular conditions.</p><p>In order to support schools and colleges to put in place good practice for supporting autistic children and young people according to their individual needs, the department have, since 2011, funded the Autism Education Trust to deliver autism training to over 239,000 education staff, to provide resources for practitioners and education settings, and to develop communities of practice to facilitate mutual support and shared learning in good support for autism.</p><p>In terms of ensuring good social care practice, all children and young people, including those with autism, should have access to the support they need to keep them safe, ensure their wellbeing and overcome challenges to achieving their potential, as informed by the Children Act (1989), Children and Families Act (2014) and Care Act (2014). Working Together to Safeguard Children (2018) sets out how local authorities should provide effective, evidence-based services to protect and promote the welfare of children, including children with autism.</p><p>There are several developments currently underway, which will be of benefit to autistic children and young people (and their families). The department is working closely with the Department for Health and Social Care to produce an all ages Autism Strategy which will outline how education, health and social care systems will work to improve support for, and reduce inequalities experienced by autistic people. Alongside the Autism Strategy, a major review of the SEND system, announced in September 2019 and due to report in spring 2020, is aimed at improving support for children with SEND, including those with autism.</p><p>We recently announced a £780 million increase to local authorities’ high needs funding, boosting the budget by 12% and bringing the total spent on supporting those with the most complex needs to over £7 billion for 2020-21.</p> answering member constituency Chippenham answering member printed Michelle Donelan grouped question UIN 4250 question first answered 28/10/2019 14:25:40 answering member 4530 label Biography information for Michelle Donelan
tabling member	253 label Biography information for Mr Laurence Robertson

1151923

registered interest
date	23/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Social Services: Autism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will develop a model of what good social care looks like for children and young people on the autism spectrum.
tabling member constituency	Tewkesbury
tabling member printed	Mr Laurence Robertson
uin	4250
answer	answer is ministerial correction date of answer 28/10/2019 answer text <p>The department is committed to promoting effective special educational needs and disabilities (SEND) support within schools and colleges, and good social care provision for all, including autistic children and young people. The department has issued guidance that encompasses all forms of SEND.</p><p>The SEND Code of Practice (2014) places a duty on schools and colleges to use their best endeavours to support all pupils with SEND, including those with autism. Support should be focused on the needs of individual children and young people, which can vary enormously even for those who have the same condition and where they may have more than one condition. This means that the educational interventions that may be effective for one child will not necessarily work for another with the same diagnosis. This need for a flexible and child-centred approach is why, as a department, we do not prescribe specific guidance on supporting particular conditions.</p><p>In order to support schools and colleges to put in place good practice for supporting autistic children and young people according to their individual needs, the department have, since 2011, funded the Autism Education Trust to deliver autism training to over 239,000 education staff, to provide resources for practitioners and education settings, and to develop communities of practice to facilitate mutual support and shared learning in good support for autism.</p><p>In terms of ensuring good social care practice, all children and young people, including those with autism, should have access to the support they need to keep them safe, ensure their wellbeing and overcome challenges to achieving their potential, as informed by the Children Act (1989), Children and Families Act (2014) and Care Act (2014). Working Together to Safeguard Children (2018) sets out how local authorities should provide effective, evidence-based services to protect and promote the welfare of children, including children with autism.</p><p>There are several developments currently underway, which will be of benefit to autistic children and young people (and their families). The department is working closely with the Department for Health and Social Care to produce an all ages Autism Strategy which will outline how education, health and social care systems will work to improve support for, and reduce inequalities experienced by autistic people. Alongside the Autism Strategy, a major review of the SEND system, announced in September 2019 and due to report in spring 2020, is aimed at improving support for children with SEND, including those with autism.</p><p>We recently announced a £780 million increase to local authorities’ high needs funding, boosting the budget by 12% and bringing the total spent on supporting those with the most complex needs to over £7 billion for 2020-21.</p> answering member constituency Chippenham answering member printed Michelle Donelan grouped question UIN 4249 question first answered 28/10/2019 14:25:40 answering member 4530 label Biography information for Michelle Donelan
tabling member	253 label Biography information for Mr Laurence Robertson

1151938

registered interest
date	23/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Universities: Racial Discrimination
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps the Government is taking to protect university staff from racial abuse.
tabling member constituency	Birmingham, Selly Oak
tabling member printed	Steve McCabe
uin	4255
answer	answer is ministerial correction date of answer 29/10/2019 answer text <p>Racial harassment is unacceptable, and we cannot tolerate staff and students being victims of it at our world-leading universities. There is no place in our society - including within higher education – for hatred or any form of harassment, discrimination or racism. Universities have clear responsibilities in this regard.</p><p>Higher education providers are independent and autonomous organisations. Like all employers, higher education providers have responsibilities under the Equality Act (2010) in relation to their staff. We expect them discharge their responsibilities fully and have robust policies and procedures in place to comply with the law, and to investigate and swiftly address all hate crime.</p><p>We encourage providers to make use of tools such as the Race Equality Charter and the Race at Work Charter to identify and address institutional and cultural barriers that affect minority ethnic staff and students.</p><p> </p><p>The Concordat to Support the Career Development of Researchers recognises the need to create and develop positive environments and cultures in which all researchers can flourish and achieve their full potential. This includes having effective policies and practice for tackling discrimination, bullying and harassment and providing appropriate support for those reporting issues.</p><p>By improving the representation, progression and success of minority ethnic staff within higher education we can ensure that everyone who has the potential to thrive at university, both as a student and as a member of staff, does so.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 29/10/2019 17:47:08 answering member 4021 label Biography information for Chris Skidmore
tabling member	298 label Biography information for Steve McCabe

1151964

registered interest
date	23/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Thomas Cook: Insolvency
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 22 October 2019 to Question 378, what estimate he has made of the number of apprentices employed by Thomas Cook, and how many of those apprentices were based at the company's headquarters in Peterborough.
tabling member constituency	Peterborough
tabling member printed	Ms Lisa Forbes
uin	4421
answer	answer is ministerial correction date of answer 28/10/2019 answer text <p>We currently estimate that the collapse of Thomas Cook has affected 158 apprentices of which 49 are based in the Thomas Cook head office in Peterborough. The remainder are based across the country, including 62 who are on travel consultant apprenticeships in their stores.</p><p> </p><p>Hays Travel have bought all 555 Thomas Cook stores across the UK, safeguarding up to 2500 jobs, including those of apprentices. We are liaising with Hays Travel to ensure a smooth transfer for the apprentices affected.</p><p> </p><p>We have established a dedicated mailbox for individual enquiries from Thomas Cook apprentices. Ongoing support is also available through the National Careers Service, who will provide information, advice and guidance on learning, training and work.</p><p> </p><p>Although there are no plans to make additional funding available specifically for the re-training of Thomas Cook employees, we are working to ensure that apprenticeship funding is available to support those affected.</p><p> </p><p>The availability of apprenticeship opportunities is determined by employers. A number of other employers in the sector, and in related areas, have offered job opportunities to affected apprentices and we will work with these employers to ensure that all apprentices are supported to complete their apprenticeship.</p><p> </p><p>Cambridge and Peterborough are one of 6 Mayoral Combined Authorities where the Adult Education Budget has been devolved. This will assist them in directly supporting adults in developing their skills, reducing skills shortages, boosting productivity and economic prosperity and improving wellbeing in their community.</p> answering member constituency Chippenham answering member printed Michelle Donelan grouped question UIN 4422 question first answered 28/10/2019 14:35:12 answering member 4530 label Biography information for Michelle Donelan
tabling member	4717 label Biography information for Ms Lisa Forbes