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1484203

registered interest
date	28/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Travellers
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent assessment his Department has made of educational attainment for Gypsy, Roma, and Traveller pupils.
tabling member constituency	Hendon
tabling member printed	Dr Matthew Offord
uin	26744
answer	answer is ministerial correction date of answer 19/07/2022 answer text <p>The department recognises the issues faced by Gypsy, Roma and Traveller children and young people, and how schools and others can make a positive difference.</p><p>The department has invested in research into academic progress over the 2020/21 and 2021/22 academic years with Renaissance Learning and the Education Policy Institute. Our data and research consider the impacts on pupils with particular characteristics, as well as considering regional disparities and area-level deprivation.</p><p>The department knows that the most significant factor affecting pupil attainment, which cuts across all ethnicities, is economic disadvantage. That is why we have consistently targeted support at the most disadvantaged and vulnerable, with schools continuing to receive additional funding through the pupil premium. Total pupil premium funding will increase to over £2.6 billion this financial year (2022/23), from £2.5 billion last year. On top of this funding, schools serving pupils from Gypsy, Roma and Traveller backgrounds are likely to attract funding through additional needs factors in the schools national funding formula, specifically through the mobility factor.</p><p>We are also working closely with the Department for Levelling Up, Housing and Communities and will learn any lessons from the Gypsy, Roma and Traveller Education Area pilots.</p> answering member constituency Colchester answering member printed Will Quince question first answered 19/07/2022 17:11:29 answering member 4423 label Biography information for Will Quince
tabling member	4006 label Biography information for Dr Matthew Offord

1484207

registered interest
date	28/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Literacy: Travellers
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 help improve literacy rates in adult Gypsy, Roma, and Traveller populations.
tabling member constituency	Hendon
tabling member printed	Dr Matthew Offord
uin	26746
answer	answer is ministerial correction date of answer 19/07/2022 answer text <p>The department recognises that literacy rates in the adult Gypsy, Roma and Traveller population is a barrier to a range of activities in their everyday lives and in supporting their children’s education.</p><p> </p><p>The £1.3 billion Adult Education Budget (AEB)for the 2021/22 academic year fully funds or co-funds skills provision from pre-entry to level 3 and this includes statutory entitlements to fully funded courses in English and mathematics, up to and including level 2, for eligible adult learners, including those from Gypsy, Roma and Traveller populations, who have not previously attained a GCSE grade C/4 or higher.</p><p> </p><p>In the 2021/22 academic year, approximately 60% of the AEB has been devolved to 9 Mayoral Combined Authorities and the Mayor of London, acting where appropriate through the Greater London Authority . These authorities are now responsible for the provision of AEB-funded adult education for their residents and allocation of the AEB to providers. The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas.</p><p> </p><p>The ESFA AEB also includes Community Learning funding which enables more flexible tailored programmes of learning to be made available, which may or may not require a qualification, to help eligible learners engage in learning, develop their skills, including literacy skills, build confidence and/or enhance their wellbeing. Providers are required to prioritise this funding on disadvantaged learners which could include Gypsies, Roma’s and Travellers.</p> answering member constituency Morley and Outwood answering member printed Andrea Jenkyns question first answered 19/07/2022 16:43:19 answering member 4490 label Biography information for Dame Andrea Jenkyns
tabling member	4006 label Biography information for Dr Matthew Offord

1469266

registered interest
date	10/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	GCSE: Assessments
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what comparative assessment his Department has made of the equity of the number of examinations mandated for individual GCSE syllabuses.
tabling member constituency	Hendon
tabling member printed	Dr Matthew Offord
uin	15721
answer	answer is ministerial correction date of answer 16/06/2022 answer text <p>This is a matter for the Office of Qualifications and Examinations Regulation (Ofqual) and I have asked its Chief Regulator, Jo Saxton, to write directly to the Honourable Member. A copy of her reply will be placed in the Libraries of both Houses.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 16/06/2022 11:30:14 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4006 label Biography information for Dr Matthew Offord

1467626

registered interest
date	06/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Educational Institutions: Inspections
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether Ofsted is on target to complete its scheduled inspections for the 2021-22 academic year.
tabling member constituency	Hendon
tabling member printed	Dr Matthew Offord
uin	13099
answer	answer is ministerial correction date of answer 14/06/2022 answer text <p>This is a matter for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the hon. Member directly and a copy of her reply will be placed in the Libraries of both Houses.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 14/06/2022 10:42:38 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4006 label Biography information for Dr Matthew Offord

1467632

registered interest
date	06/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Platinum Jubilee 2022
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, for what reason only children in primary schools in the state sector will receive the Platinum Jubilee children's book.
tabling member constituency	Hendon
tabling member printed	Dr Matthew Offord
uin	13102
answer	answer is ministerial correction date of answer 14/06/2022 answer text <p>As the commemorative book is funded from the department’s budget, it is appropriate that it should be given to children in state funded education.</p><p> </p><p>The decision was made to set the readability at a level suitable for upper key stage 2, as it would be extremely difficult to produce a book of this type which would be suitable for early years, primary, and secondary school audiences. A book targeted at all primary aged children will allow the older children to read the book independently, while also encouraging reading by parents or guardians to the younger children.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 14/06/2022 12:17:30 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4006 label Biography information for Dr Matthew Offord

1461551

registered interest
date	10/05/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Graduates: Average Earnings
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 average starting salaries for university graduates by ethnicity in 2022.
tabling member constituency	Hendon
tabling member printed	Dr Matthew Offord
uin	211
answer	answer is ministerial correction date of answer 18/05/2022 answer text <p>The department publishes graduate labour market statistics annually, which report median salaries for young graduates – those aged between 21 and 30 – by ethnicity. The 2022 figures will be available in spring 2023. Further information can be found here: <a href="https://www.gov.uk/government/collections/graduate-labour-market-quarterly-statistics" target="_blank">https://www.gov.uk/government/collections/graduate-labour-market-quarterly-statistics</a>.</p><p> </p><p>In 2020, the latest year for which data are available, young Asian or Asian British graduates had the highest median salaries, £28,000. The median salary difference between the young Asian or Asian British graduates and the lowest earning ethnic group, ‘Other ethnicity graduates’, was £1,000.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 18/05/2022 11:09:04 answering member 4530 label Biography information for Michelle Donelan
tabling member	4006 label Biography information for Dr Matthew Offord

1433628

registered interest
date	21/02/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Universities: Coronavirus
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will publish guidance for universities on refunding students whose face-to-face teaching contact was reduced during the covid-19 restrictions.
tabling member constituency	Hendon
tabling member printed	Dr Matthew Offord
uin	126619
answer	answer is ministerial correction date of answer 01/03/2022 answer text <p>The unprecedented and unique nature of the COVID-19 outbreak necessitated changes to the way higher education (HE) providers delivered their teaching.</p><p>HE providers have delivered new and innovative approaches to teaching and learning. Some providers continue to use some of these approaches alongside in-person provision. However, online learning should only be offered to enhance the student experience, not to detract from it, and it should not be used as a cost-cutting measure.</p><p>In line with all other settings, HE providers should continue to conduct risk assessments for their particular circumstances. Risk assessments should take account of the approach to managing COVID-19 in wider society, particularly now that all restrictions have been removed and the vaccine programme continues to be rolled out. Risk assessments should never be used to prevent providers delivering a full programme of face-to-face teaching and learning.</p><p>HE providers are independent and autonomous bodies which are responsible for the management of their own affairs. If students have concerns about the delivery of their university courses, they should first raise them with their provider. If their concerns remain unresolved, students at providers in England or Wales can ask the Office of the Independent Adjudicator for HE to consider their complaint.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 01/03/2022 16:45:30 answering member 4530 label Biography information for Michelle Donelan
tabling member	4006 label Biography information for Dr Matthew Offord

1399531

registered interest
date	04/01/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Absenteeism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what the unauthorised absence rate is in schools in England.
tabling member constituency	Hendon
tabling member printed	Dr Matthew Offord
uin	96851
answer	answer is ministerial correction date of answer 12/01/2022 answer text <p>In the most recent full academic year for which data is available, 2018/19, the unauthorised absence rate in schools in England was 1.4%. This data is available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england</a>.</p><p> </p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 12/01/2022 16:32:22 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4006 label Biography information for Dr Matthew Offord

1387677

registered interest
date	14/12/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Literacy: Teaching Methods
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how much additional financial resource his Department allocated to the teaching of the systematic synthetic phonics programmes in England.
tabling member constituency	Hendon
tabling member printed	Dr Matthew Offord
uin	92893
answer	answer is ministerial correction date of answer 05/01/2022 answer text <p>The department is continuing to deliver year on year, real terms per pupil increases, investing a further £4.7 billion by the 2024-25 financial year for the core schools budget, over and above the Spending Review 2019 settlement for schools in the 2022-23 financial year. Since 2010, the government has prioritised the effective teaching of phonics by placing it at the heart of the curriculum and providing £23.7 million of matched funding for resources and training for 14,000 schools between 2011 and 2013. In 2018, we launched a £26.3 million English hubs programme dedicated to improving the teaching of reading. We have since invested a further £17 million in this school-to-school improvement programme, which focusses on systematic synthetic phonics (SSP), early language, and reading for pleasure.</p><p>For the academic year 2021/22, the department has launched the Accelerator Fund, which is providing funding to scale up existing effective programmes in schools to support education recovery. As part of the Accelerator Fund, £5 million has been allocated to the English hubs programme to allow hubs to fund eligible schools to purchase complete SSP programmes from the department’s validated list, including their associated training and resources.</p><p>Monitoring and assessment is key to effective teaching of early reading, particularly for pupils with reading difficulties. The department’s validation of SSP programmes is a mechanism to support schools to be able to select a high-quality SSP programme. Programmes featured on the validated list have been assessed by an independent panel and are judged to have a sufficiently robust system for the effective monitoring and assessment of pupil progress, and for ensuring all children keep up.</p><p>The department mandates a national screening test at the end of year one. This is the phonics screening check which was introduced in 2012 to check how may children are on track with decoding.</p><p>Schools can use their phonics screening check data to measure the impact of their chosen SSP programme.</p><p>In July 2021, the department published ‘The reading framework: teaching the foundations of literacy’. This is non-statutory guidance for teachers and school leaders, aimed at improving the teaching of the foundations of reading in primary schools by defining best practice. It aims to support schools to meet existing expectations on early reading, as set out in the national curriculum, the early years foundation stage statutory framework and the Ofsted education inspection framework. The reading framework articulates how SSP is an essential element of the teaching of reading and includes guidance for choosing a phonics programme.</p><p>The department published an update to its list of high-quality phonics programmes on 16 December 2021. Programmes on this list meet all the department’s criteria for an effective SSP. Schools and headteachers are encouraged to consider the full range of validated SSP programmes before deciding what will best support their children’s rapid progress in reading.</p><p>English hubs can offer impartial support with choosing an SSP programme to eligible schools.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 92894 92895 question first answered 05/01/2022 15:00:11 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4006 label Biography information for Dr Matthew Offord

1387678

registered interest
date	14/12/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Literacy: Teaching Methods
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how his Department plans to quantify the results of the systematic synthetic phonics programmes.
tabling member constituency	Hendon
tabling member printed	Dr Matthew Offord
uin	92894
answer	answer is ministerial correction date of answer 05/01/2022 answer text <p>The department is continuing to deliver year on year, real terms per pupil increases, investing a further £4.7 billion by the 2024-25 financial year for the core schools budget, over and above the Spending Review 2019 settlement for schools in the 2022-23 financial year. Since 2010, the government has prioritised the effective teaching of phonics by placing it at the heart of the curriculum and providing £23.7 million of matched funding for resources and training for 14,000 schools between 2011 and 2013. In 2018, we launched a £26.3 million English hubs programme dedicated to improving the teaching of reading. We have since invested a further £17 million in this school-to-school improvement programme, which focusses on systematic synthetic phonics (SSP), early language, and reading for pleasure.</p><p>For the academic year 2021/22, the department has launched the Accelerator Fund, which is providing funding to scale up existing effective programmes in schools to support education recovery. As part of the Accelerator Fund, £5 million has been allocated to the English hubs programme to allow hubs to fund eligible schools to purchase complete SSP programmes from the department’s validated list, including their associated training and resources.</p><p>Monitoring and assessment is key to effective teaching of early reading, particularly for pupils with reading difficulties. The department’s validation of SSP programmes is a mechanism to support schools to be able to select a high-quality SSP programme. Programmes featured on the validated list have been assessed by an independent panel and are judged to have a sufficiently robust system for the effective monitoring and assessment of pupil progress, and for ensuring all children keep up.</p><p>The department mandates a national screening test at the end of year one. This is the phonics screening check which was introduced in 2012 to check how may children are on track with decoding.</p><p>Schools can use their phonics screening check data to measure the impact of their chosen SSP programme.</p><p>In July 2021, the department published ‘The reading framework: teaching the foundations of literacy’. This is non-statutory guidance for teachers and school leaders, aimed at improving the teaching of the foundations of reading in primary schools by defining best practice. It aims to support schools to meet existing expectations on early reading, as set out in the national curriculum, the early years foundation stage statutory framework and the Ofsted education inspection framework. The reading framework articulates how SSP is an essential element of the teaching of reading and includes guidance for choosing a phonics programme.</p><p>The department published an update to its list of high-quality phonics programmes on 16 December 2021. Programmes on this list meet all the department’s criteria for an effective SSP. Schools and headteachers are encouraged to consider the full range of validated SSP programmes before deciding what will best support their children’s rapid progress in reading.</p><p>English hubs can offer impartial support with choosing an SSP programme to eligible schools.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 92893 92895 question first answered 05/01/2022 15:00:11 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4006 label Biography information for Dr Matthew Offord