Show Search Form

Search Results

registered interest	true false
date	exactly: or between: and
answering body
answering dept id
answering dept short name
answering dept sort name
hansard heading
house id
legislature	pref label
question text
tabling member constituency
tabling member printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member constituency answering member printed grouped question UIN question first answered answering member label
tabling member	label

Search

1314458

registered interest
date	13/05/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Breakfast Clubs: Contracts for Services
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many organisations have expressed an interest in the Breakfast Clubs Programme Tender 2021-23.
tabling member constituency	South Shields
tabling member printed	Mrs Emma Lewell-Buck
uin	1083
answer	answer is ministerial correction date of answer 18/05/2021 answer text <p>The Breakfast Clubs procurement remains ongoing. Therefore, we are unable to disclose this information at this time. These details will be made available upon conclusion of the procurement process, through Contract Award Notices via the usual channels.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 18/05/2021 10:56:21 answering member 4674 label Biography information for Vicky Ford
tabling member	4277 label Biography information for Mrs Emma Lewell-Buck

1314468

registered interest
date	13/05/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Department for Education: Project Bank Accounts
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what information he holds on the use of Project Bank Accounts by (a) his Department, (b) Government agencies his Department has responsibility for and (c) non-departmental bodies his Department has responsibility for.
tabling member constituency	Oldham East and Saddleworth
tabling member printed	Debbie Abrahams
uin	1069
answer	answer is ministerial correction date of answer 18/05/2021 answer text <p>As set out in the Construction Playbook, the Department for Education (DfE) has committed to use Project Bank Accounts (PBAs) on its school construction projects unless there are compelling reasons not to. PBAs are just one way that government departments support fair payment as part of the Government’s Prompt Payment Code.</p><p>DfE has considered the use of PBAs for school construction projects delivered through the DfE Construction Frameworks. However due to the specific nature, size and volume of DfE’s school construction projects, the DfE has assessed that it is not practical, efficient and cost effective to use them on our construction projects. Therefore, there are compelling reasons not to deploy PBAs on DfE projects. Accordingly, the DfE does not hold any information on the use of PBAs for its school construction projects as the DfE does not currently use PBAs.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 18/05/2021 14:55:10 answering member 111 label Biography information for Nick Gibb
tabling member	4212 label Biography information for Debbie Abrahams

1314474

registered interest
date	13/05/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Educational Institutions: Carbon Emissions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether the Government plans to retrofit all education buildings to help achieve the Net Zero target by 2030.
tabling member constituency	Brent Central
tabling member printed	Dawn Butler
uin	1023
answer	answer is ministerial correction date of answer 21/05/2021 answer text <p>The Department supports sustainability through our capital funding and programmes, both to reduce carbon and save schools money on energy.</p><p>Since 2015, the Department has allocated £11.3 billion to maintain and improve school buildings, including improving energy efficiency. This includes £1.8 billion in the current financial year 2021/22.</p><p>In addition, the ten year school rebuilding programme has launched with a commitment to 500 rebuilding projects over the next decade. This will replace poor condition and ageing school buildings with modern, energy efficient designs, transforming education for thousands of pupils.</p><p>The Further Education (FE) Capital Transformation Fund delivers the Government’s £1.5 billion commitment to upgrade the estate of both FE colleges and designated institutions in England. This will target colleges in the worst condition whilst supporting the Government's objectives on achieving net zero greenhouse gas emissions.</p><p>In 2020, the Department for Business, Energy and Industrial Strategy set up the £1 billion Public Sector Decarbonisation Scheme which provided grants for eligible public sector bodies, including schools, to fund energy efficiency and heat decarbonisation measures. Higher education institutions were also eligible for these grants. Phase 2 of this scheme has recently been announced and will allocate £75 million of funding.</p><p>More broadly, the Department is working with colleagues across government on carbon reduction and energy efficiency and developing thinking on how future capital programmes can contribute further.</p><p>Further details on capital funding for the period beyond this financial year will be set out at the next Spending Review.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/05/2021 13:08:56 answering member 111 label Biography information for Nick Gibb
tabling member	1489 label Biography information for Dawn Butler

1314497

registered interest
date	13/05/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	National Curriculum Tests: Coronavirus
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment his Department has made of the potential merits of postponing SATs assessments for the academic year 2021-22 in the context of the disruption to learning caused by the covid-19 outbreak.
tabling member constituency	Kingston upon Hull West and Hessle
tabling member printed	Emma Hardy
uin	1192
answer	answer is ministerial correction date of answer 21/05/2021 answer text <p>The Department is continuing to plan for a full programme of primary assessments to take place in the 2021/22 academic year, including the statutory Reception Baseline Assessment and multiplication tables check, as previously announced. The assessments will help gauge the impact of lost time in education and will enable the Department to better understand the effectiveness of education recovery initiatives. Full details for 2021/22 primary assessments will be confirmed in due course.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/05/2021 12:43:47 answering member 111 label Biography information for Nick Gibb
tabling member	4645 label Biography information for Emma Hardy

1314499

registered interest
date	13/05/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Primary Schools: Assessments
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether his Department plans to reform the statutory assessment system in primary schools.
tabling member constituency	Kingston upon Hull West and Hessle
tabling member printed	Emma Hardy
uin	1193
answer	answer is ministerial correction date of answer 21/05/2021 answer text <p>Assessment is an important part of a child’s schooling and is fundamental in a high performing education system. Statutory assessments at primary school are an essential part of ensuring that all pupils master the basics of reading, writing, and Mathematics to prepare them for secondary school. Assessment data also enable parents, schools, and the Department to understand the impact of lost time in education and recovery initiatives.</p><p>In 2017, the Government carried out a consultation into primary assessment in England. The consultation received over 4000 responses from a diverse range of backgrounds and specialisms, providing a broad and informed range of views that informed policy on the current primary assessment system. In addition, the Department engages with relevant stakeholders on a regular basis to understand their views on primary assessment.</p><p> </p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/05/2021 13:21:05 answering member 111 label Biography information for Nick Gibb
tabling member	4645 label Biography information for Emma Hardy

1314507

registered interest
date	13/05/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pre-school Education: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what the average early years funding rate given to local authorities in England was for (a) two year olds and (b) three and four year olds in (i) 2017-18, (ii) 2018-19, (iii) 2019-20, (iv) 2020-21 and (v) 2021-22.
tabling member constituency	Hampstead and Kilburn
tabling member printed	Tulip Siddiq
uin	1144
answer	answer is ministerial correction date of answer 18/05/2021 answer text <p>The table below shows the average early years hourly funding rate for 2 and 3 to 4 year olds.</p><table><tbody><tr><td><p> </p></td><td><p>2017-18</p></td><td><p>2018-19</p></td><td><p>2019-20</p></td><td><p>2020-21</p></td><td><p>2021-22</p></td></tr><tr><td><p>2 year old average hourly funding rate</p></td><td><p>£5.40</p></td><td><p>£5.40</p></td><td><p>£5.40</p></td><td><p>£5.48</p></td><td><p>£5.56</p></td></tr><tr><td><p>3 to 4 year old average hourly funding rate</p></td><td><p>£4.76</p></td><td><p>£4.75</p></td><td><p>£4.75</p></td><td><p>£4.83</p></td><td><p>4.88*</p></td></tr></tbody></table><p>*The vast majority of local authorities have seen an increase in their 3 to 4 year old average hourly funding rate of 6p an hour in 2021-22. Due to rounding, this is represented by an increase from £4.83 to £4.88 in the overall national average.</p><p>Calculations for the 3 to 4 year old hourly funding rate exclude supplementary funding for maintained nursery schools, the disability access fund and the early years pupil premium. The 3 to 4 year old hourly funding rate is an average across both universal hours and additional hours entitlements. The average for the 3 to 4 year old hourly funding rate in 2017-18 has been adjusted to reflect the fact that the additional hours entitlement was introduced in September 2017.</p><p> </p><p>For 2020-21 and 2021-22 the average hourly funding rates are provisional and will depend on future attendance.</p><p> </p><p>Average rates can be calculated from dedicated schools grant tables which can be found here:</p><p><a href="https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2017-to-2018" target="_blank">https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2017-to-2018</a>;</p><p><a href="https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2018-to-2019" target="_blank">https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2018-to-2019</a>;</p><p><a href="https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2019-to-2020" target="_blank">https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2019-to-2020</a>;</p><p><a href="https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2020-to-2021" target="_blank">https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2020-to-2021</a>;</p><p><a href="https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2021-to-2022" target="_blank">https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2021-to-2022</a>.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 18/05/2021 13:37:30 answering member 4674 label Biography information for Vicky Ford
tabling member	4518 label Biography information for Tulip Siddiq

1314508

registered interest
date	13/05/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Disability
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 social care and support for disabled children and their families is included in the (a) the SEND review and (b) Independent Review of Children’s Social Care.
tabling member constituency	Hampstead and Kilburn
tabling member printed	Tulip Siddiq
uin	1145
answer	answer is ministerial correction date of answer 18/05/2021 answer text <p>Both Reviews are taking a holistic response to the issues that these 2 systems face.</p><p>The Special Educational Needs and Disabilities (SEND) Review has listened carefully to children, young people, families and partners across education, health and care, and will be publishing proposals for consultation focused on identifying and addressing issues earlier and preparing for fulfilled adulthood through every stage. These measures will not only improve children and young people’s outcomes, and put them and their families at the heart of the SEND system, but they should deliver a SEND system fit for the future – high quality support, delivered affordably, and sustainable for the long term.</p><p>The Care Review is independent of the government with freedom to make recommendations based on the Reviewer’s findings. The scope is broad and will look at the whole system of support, safeguarding, protection and care, and the child’s journey into and out of that system. This will include children throughout their interaction with children’s social care, from referral, Child in Need and Child Protection Plans, through to becoming Looked After. The review terms of reference set out the questions and themes the review will consider. The terms of reference can be found here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952624/terms_of_reference_independent_childrens_social_care_review.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952624/terms_of_reference_independent_childrens_social_care_review.pdf</a>.</p><p>Almost half of children in need within the children’s social care system are children with SEND, so there is a significant overlap between these Reviews, but there will be opportunities for the 2 reviews to feed into each other’s work.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 18/05/2021 12:12:24 answering member 4674 label Biography information for Vicky Ford
tabling member	4518 label Biography information for Tulip Siddiq

1314547

registered interest
date	13/05/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Education: Hearing Impaired
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 help ensure that deaf children in education have access to fully qualified language and communication support professionals.
tabling member constituency	Romford
tabling member printed	Andrew Rosindell
uin	1012
answer	answer is ministerial correction date of answer 18/05/2021 answer text <p>I am determined that all children and young people, including those who are deaf or have a hearing impairment, receive the support they need to succeed in their education.</p><p>Local authorities and schools are expected to commission appropriately qualified staff to meet local needs. The government have increased high needs funding for children and young people with the most complex special educational needs and disabilities (SEND), from £5 billion in 2013 to over £8 billion this year.</p><p>Children with sensory impairments in special schools, resourced provision or specialist units should have access to specialist provision to meet their needs. Those teaching classes of children with sensory impairment must hold an appropriate qualification, approved by my right hon. Friend, the Secretary of State. Teachers working in an advisory role to support such pupils should also hold the appropriate qualification.</p><p>Similarly, all mainstream schools should be able to access specialist teaching where this is considered necessary to particular children’s progress, as well as specialist advice for their own teachers. To complement this, we have provided funding of over £8 million to the Whole School SEND Consortium since 2018, through our contract with nasen. It aims to equip the school workforce, particularly in mainstream settings, to deliver high quality teaching to children and young people with SEND. This includes children with hearing impairments as their primary need. The National Sensory Impairment Partnership are part of the Consortium.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 18/05/2021 16:22:43 answering member 4674 label Biography information for Vicky Ford
tabling member	1447 label Biography information for Andrew Rosindell

1314553

registered interest
date	13/05/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Coronavirus
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what data he held on the (a) aggregate number of cases, (b) incidence and (c) location of the coronavirus variant B.1.617.2 linked to schools up to 10 May 2021 when the Government made the announcement to remove requirements for face coverings in schools.
tabling member constituency	Eltham
tabling member printed	Clive Efford
uin	976
answer	answer is ministerial correction date of answer 08/06/2021 answer text <p>Data on variants of concern is held by the Department of Health and Social Care, where Public Health England (PHE) leads on surveillance and outbreak management. Data on variants, including the Delta variant (B.1.617.2), was considered by the Government as part of meeting the four tests, in making the decision to proceed with Step 3 of the roadmap announced on 10 May.</p><p>PHE has published a technical briefing on COVID-19 variants of concern and variants under investigation in England, which is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/991343/Variants_of_Concern_VOC_Technical_Briefing_14.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/991343/Variants_of_Concern_VOC_Technical_Briefing_14.pdf</a>. This sets out (page 36-45) data on the number of clusters or outbreaks associated with a range of settings, including education settings, covering the latest available data and the period prior to the decision and announcement on Step 3.</p><p>PHE also publishes the total number of cases of each variant in the UK as part of information on variants of COVID-19, which is available here: <a href="https://www.gov.uk/government/collections/new-sars-cov-2-variant" target="_blank">https://www.gov.uk/government/collections/new-sars-cov-2-variant</a>. This includes total confirmed Delta variant cases and prevalence split by region, as part of PHE weekly technical briefings, covering the latest available data and previously the period prior to the decision and announcement on Step 3.</p><p>The Government’s decision that face coverings no longer need to be worn in classrooms by staff, pupils or students, or in corridors or communal areas by pupils and students, was made in line with Step 3 of the roadmap. When the policy on face coverings in classrooms was introduced, this was an appropriate precautionary temporary measure while rates of infection were high in the community. As the four tests for easing restrictions in Step 3 of the roadmap were met, it was an appropriate time to remove the recommendation. In all schools we continue to recommend that face coverings should be worn by staff and visitors in situations outside of classrooms where social distancing is not possible.</p><p>While this moves children towards a greater sense of normality, measures within the PHE-supported system of controls remain very important to reduce transmission in schools, for example, social distancing and regular hand washing. Regular rapid testing will also continue to help find and isolate asymptomatic cases when they do occur, and we continue to encourage everyone to play their part and test themselves twice each week.</p><p>The reintroduction of face coverings for pupils, students or staff may be advised for a temporary period in response to localised outbreaks, including variants of concern. In all cases, any educational drawbacks should be balanced with the benefits of managing transmission. The Local Action Committee structure (bronze/silver/gold) should be used in such circumstances to re-introduce the use of face coverings. Immediate outbreak response (at the level of individual settings or a cluster of settings) remains for local directors of public health to advise on.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 977 question first answered 08/06/2021 15:41:39 answering member 111 label Biography information for Nick Gibb
tabling member	165 label Biography information for Clive Efford

1314563

registered interest
date	13/05/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Coronavirus
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what information he received from Public Health England on the (a) aggregate number of covid-19 cases and (b) incidence and location of Coronavirus variant B.1.617.2 linked to schools before 10 May 2021 prior to the decision to remove the requirement for face coverings to be worn in schools.
tabling member constituency	Eltham
tabling member printed	Clive Efford
uin	977
answer	answer is ministerial correction date of answer 08/06/2021 answer text <p>Data on variants of concern is held by the Department of Health and Social Care, where Public Health England (PHE) leads on surveillance and outbreak management. Data on variants, including the Delta variant (B.1.617.2), was considered by the Government as part of meeting the four tests, in making the decision to proceed with Step 3 of the roadmap announced on 10 May.</p><p>PHE has published a technical briefing on COVID-19 variants of concern and variants under investigation in England, which is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/991343/Variants_of_Concern_VOC_Technical_Briefing_14.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/991343/Variants_of_Concern_VOC_Technical_Briefing_14.pdf</a>. This sets out (page 36-45) data on the number of clusters or outbreaks associated with a range of settings, including education settings, covering the latest available data and the period prior to the decision and announcement on Step 3.</p><p>PHE also publishes the total number of cases of each variant in the UK as part of information on variants of COVID-19, which is available here: <a href="https://www.gov.uk/government/collections/new-sars-cov-2-variant" target="_blank">https://www.gov.uk/government/collections/new-sars-cov-2-variant</a>. This includes total confirmed Delta variant cases and prevalence split by region, as part of PHE weekly technical briefings, covering the latest available data and previously the period prior to the decision and announcement on Step 3.</p><p>The Government’s decision that face coverings no longer need to be worn in classrooms by staff, pupils or students, or in corridors or communal areas by pupils and students, was made in line with Step 3 of the roadmap. When the policy on face coverings in classrooms was introduced, this was an appropriate precautionary temporary measure while rates of infection were high in the community. As the four tests for easing restrictions in Step 3 of the roadmap were met, it was an appropriate time to remove the recommendation. In all schools we continue to recommend that face coverings should be worn by staff and visitors in situations outside of classrooms where social distancing is not possible.</p><p>While this moves children towards a greater sense of normality, measures within the PHE-supported system of controls remain very important to reduce transmission in schools, for example, social distancing and regular hand washing. Regular rapid testing will also continue to help find and isolate asymptomatic cases when they do occur, and we continue to encourage everyone to play their part and test themselves twice each week.</p><p>The reintroduction of face coverings for pupils, students or staff may be advised for a temporary period in response to localised outbreaks, including variants of concern. In all cases, any educational drawbacks should be balanced with the benefits of managing transmission. The Local Action Committee structure (bronze/silver/gold) should be used in such circumstances to re-introduce the use of face coverings. Immediate outbreak response (at the level of individual settings or a cluster of settings) remains for local directors of public health to advise on.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 976 question first answered 08/06/2021 15:41:39 answering member 111 label Biography information for Nick Gibb
tabling member	165 label Biography information for Clive Efford