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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

1127240

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Arts: Vocational Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what steps they are taking to ensure that businesses continue to have access to a workforce with sufficient creative and design-linked skills.
	tabling member printed	Baroness Blackstone
	uin	HL15793
	answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>Our reforms to professional and technical education and apprenticeships are aimed at ensuring that people of all ages get access to the education and training that businesses across the sectors need.</p><p> </p><p>Both apprenticeships and T levels, when they are introduced, can be a valuable way of developing skills for the creative and design sectors.</p><p> </p><p>Employer-designed T levels will give students the skills needed to enter work or higher level technical study, helping young people to get a head-start in their potential careers. The first 3 T levels will be delivered in 2020, and we will confirm the timetable for the rollout of courses in creative and design before the end of this year.</p><p> </p><p>New apprenticeship standards across all levels are being designed and driven by industry – creating higher quality training that will lead to a more skilled and productive economy. There are 23 Creative and Design Apprenticeship Standards approved for delivery with 6 standards currently in development.</p><p> </p><p>The National College for Creative Industries, opened in September 2016, is one of 4 national colleges which we are establishing to set new standards for higher-level technical training.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 22/05/2019 15:40:22 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	3561 label Biography information for Baroness Blackstone

1126802

	registered interest
	date	15/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children's Centres
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will make it his policy to (a) reverse the closure of children's centres and (b) publish a strategy for the long-term expansion of the provision of children's centres.
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	254727
	answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>As set out in the government response to recommendation 13 of the Education Select Committee report on tackling disadvantage in the early years, published on 4 April 2019, we are clear that children’s centres have an important role to play in achieving my right hon. Friend, the Secretary of State for Education’s social mobility ambition, but it is right for local authorities to decide how to use them as part of the wider system of local services. The government response can be accessed here: <a href="https://www.parliament.uk/documents/commons-committees/Education/Correspondence/Government-response-to-committee-9th-report-tackling-disadvantage-in-the-early-years-CP-68.pdf" target="_blank">https://www.parliament.uk/documents/commons-committees/Education/Correspondence/Government-response-to-committee-9th-report-tackling-disadvantage-in-the-early-years-CP-68.pdf</a>, the select committee report can be accessed here: <a href="https://publications.parliament.uk/pa/cm201719/cmselect/cmeduc/1006/1006.pdf" target="_blank">https://publications.parliament.uk/pa/cm201719/cmselect/cmeduc/1006/1006.pdf</a>.</p><p>The government’s role is to engage with the sector, find out what works and support local areas to make the right decisions for their communities, which is why we have commissioned the Early Intervention Foundation (EIF) to examine research and practice evidence with the aim of developing tools to help local authorities make informed choices about their children’s centre provision. The EIF project is part of the Department for Education’s £8.5 million local government programme, which will inform the next steps, including considering any future consultation, on children’s centres. Funding for the local government programme runs until March 2020, with evidence and learning emerging by its conclusion.</p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 22/05/2019 13:11:22 answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	298 label Biography information for Steve McCabe

1126881

	registered interest
	date	15/05/2019
	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	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, by how much local authorities overspent on the provision of children’s social care in the year ending 31 March 2018; and what assessment he has made of the future financial sustainability of local government children’s services departments based on current levels of overspend.
	tabling member constituency	Bristol East
	tabling member printed	Kerry McCarthy
	uin	254773
	answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>Local authorities are required under Section 251 of the ‘Apprenticeships, Skills, Children and Learning Act 2009’ to submit education and children’s social care budget and expenditure statements. This data is published in statistical releases annually. The most recent release shows local authorities had a difference of approximately £1 billion in 2017-18 when their planned spend is compared to their actual spend.</p><p>Funding for children’s services is made available through the Local Government Finance Settlement. We are in the final year of a multi-year settlement deal and have made £46.4 billion available this year for local services including those for children’s services. The government has also made £410 million available to local authorities this year specifically for adult and children social care.</p><p>My department is working with the sector, the Ministry of Housing, Communities and Local Government and with HM Treasury, as part of our preparation for the next Spending Review, to understand the level of funding local government needs to meet demand and deliver statutory duties.</p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 22/05/2019 11:29:48 answering member 4113 label Biography information for Nadhim Zahawi previous answer version 118964 answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	1491 label Biography information for Kerry McCarthy

1126847

	registered interest
	date	15/05/2019
	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	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 long-term benefit to the economy of early intervention and prevention work provided by local authority children’s services departments.
	tabling member constituency	Stockton North
	tabling member printed	Alex Cunningham
	uin	254818
	answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The government has funded the Early Intervention Foundation (EIF) since 2013, including almost £2 million in 2018-20, to assess, evaluate and disseminate evidence of what works. The EIF has assessed the benefits of a wide range of specific early intervention programmes and suggested that whilst producing robust estimates is challenging, there is a compelling argument that the costs of intervening early are likely to pay off to society in economic terms. In particular, they highlight that the long-term economic benefits are considerable where early intervention leads to labour market gains, such as improvements in employment and earnings. However, they are clear that it is not a quick fix and is unlikely to reduce pressure on the social care system in the short term.</p><p>The value of early intervention is reflected in statutory guidance ‘Working Together to Safeguard Children’ (2018), which is clear that providing early help is more effective in promoting children’s welfare than reacting later – playing an important part in supporting children and young people to achieve better outcomes. The guidance is clear that local areas should have a comprehensive range of effective, evidence-based services in place to address assessed needs early. It is right that local authorities are free to decide how to use their children’s social care budget to manage local priorities and deliver the best services for children.</p><p>The government has also committed £920 million to the Troubled Families Programme, an early intervention approach which aims to achieve significant and sustained improvement for families with multiple, high-cost problems.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 22/05/2019 11:27:27 answering member 4113 label Biography information for Nadhim Zahawi previous answer version 118999 answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	4122 label Biography information for Alex Cunningham

1127013

	registered interest
	date	15/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Climate Change: Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government, following the Catholic Bishops’ Conference of England and Wales in 2002 and Pope Francis’ encyclical on climate change Laudato Si: On Care for Our Common Home, published in 2015, what assessment they have made of the priority that teaching on climate change has been given in Catholic schools; and what steps they are taking to give increased priority to the teaching of climate change in state schools.
	tabling member printed	Lord Pendry
	uin	HL15774
	answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The government has not made any specific assessment of the priority that Catholic schools give to teaching about climate change. Like all schools, faith schools are required to teach a broad and balanced curriculum that includes science.</p><p>The government believes it is vital that all children are informed about climate change. For this reason, relevant topics are included throughout the geography and science national curriculum and qualifications. For example, as part of the science curriculum in secondary schools, pupils will consider the evidence for human causes of climate change. In addition, as part of GCSE geography they will study the spatial and temporal characteristics of climatic change and evidence for different causes, including human activity.</p> answering member printed Lord Agnew of Oulton question first answered 22/05/2019 14:25:35 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	457 label Biography information for Lord Pendry

1127291

	registered interest
	date	17/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, with reference to the oral evidence taken by the Education Committee on 30 April 2019, HC 341, Question 2041, if he will publish in full the turnaround plan agreed with the Academies Enterprise Trust.
	tabling member constituency	Manchester Central
	tabling member printed	Lucy Powell
	uin	255677
	answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>Further to the Education Select Committee questions on 30 April 2019, my noble Friend, the Parliamentary Under-Secretary of State, wrote to the committee on 21 May 2019 with further detail of the turnaround activity agreed with Academies Enterprise Trust.</p><p> </p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 22/05/2019 13:25:56 answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	4263 label Biography information for Lucy Powell

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