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 printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member printed question first answered answering member label
tabling member	label

Search

1127439

registered interest
date	20/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs
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 mainstream schools are supported and incentivised to be more inclusive towards children with special educational needs and disabilities.
tabling member printed	Lord Porter of Spalding
uin	HL15850
answer	answer is ministerial correction date of answer 31/05/2019 answer text <p>The Children and Families Act 2014 reinforced the presumption of mainstream education for children with Special Educational Needs and Disabilities (SEND). The accompanying SEND code of practice provides detailed guidance to schools about how to support children with SEND.</p><p> </p><p>We have announced funding for new training places for over 600 new Educational Psychologists who help ensure that children with SEND get the support they need in school.</p><p> </p><p>We are promoting the increased development of mainstream units and resourced provision through recent capital expenditure and in our guidance to new bidders for mainstream free schools. In December we announced a further £100 million top-up to the Special Provision Capital Fund for local authorities in 2019-20. This takes our total investment to £365 million across 2018-21. This funding can be used for more places in SEND units and resourced provision in mainstream schools, colleges or in special schools.</p><p> </p><p>We are funding the Whole School SEND Consortium to embed SEND into school improvement planning and Continuing Professional Development (CPD). New SEND regional leads are bringing together practitioners and networks in their local area to build a community of practice and facilitate the exchange of knowledge and expertise.</p><p> </p><p>The new Ofsted common inspection framework, introduced from September 2019, will put more focus on SEND, rewarding schools for their work with pupils who need extra support. In addition, local area SEND inspections by Ofsted and the Care Quality Commission are considering how effectively the local area identifies, meets the needs of, and improves the outcomes for the wide range of different groups of children and young people who have SEND.</p><p> </p><p>A call for evidence on how the SEND funding system operates was recently announced on 3 May 2019 to help the department understand how the current available funding is distributed, and what improvements to the financial arrangements could be made in future.</p> answering member printed Lord Agnew of Oulton question first answered 31/05/2019 10:25:44 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4555 label Biography information for Lord Porter of Spalding

1127441

registered interest
date	20/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs
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 local health partners are playing an equitable role alongside local government in supporting children with special educational needs and disabilities.
tabling member printed	Lord Porter of Spalding
uin	HL15852
answer	answer is ministerial correction date of answer 03/06/2019 answer text <p>Creating an effective inter-agency approach, where local government works in partnership with health partners to meet needs, is a key feature of the reforms to the Special Educational Needs and Disability (SEND) system introduced in the 2014 Children and Families Act.</p><p> </p><p>We introduced joint Ofsted/Care Quality Commission local area inspections of SEND services in May 2016 to hold services to account and support them with improving. Where issues with performance are identified, including following a SEND inspection, the Department for Education (DfE), Department for Health and Social Care (DHSC) and NHS England collaborate to drive improvement.</p><p> </p><p>In addition to the inspections, we have strengthened joint accountability through the introduction of a 2-year trial, which began in April 2018, extending the remit of the First-tier Tribunal (SEND) to make non-binding recommendations on health and social care elements of education health care (EHC) plans.</p><p> </p><p>To improve timeliness, the 2017-18 NHS Provider Contract for NHS Trusts included a new requirement to report on meeting the 6-week deadline for health input into EHC plans.</p><p>We are clear that strong strategic leadership across health, education and care is key to effective SEND services and we have:</p><p> </p><blockquote><p>Established a new joint SEND system leadership board, with representatives from education, health and social care, working alongside joint roundtables chaired by Ministers from both DfE and DHSC.</p></blockquote><p> </p><blockquote><p>Established a national network for Designated Medical Officers and Designated Clinical Officers, funded a local authority-led regional network and developed resources to support joint self-assessment and peer review.</p></blockquote><p> </p><blockquote><p>Funded a consortium of partners, including the Condition Data Collection, to work with health and social care services, including producing guidance on effective joint commissioning and improving EHC plans.</p></blockquote><p> </p><blockquote><p>Funded a SEND leadership programme and legal training for all local authorities and their health partners to ensure they are clear on their statutory responsibilities.</p></blockquote><p> </p><p>We have also re-emphasised the requirement to jointly commission Information, Advice and Support (IAS) Services across health and the local authority through our new minimum standards, backed by £10 million investment through the IAS programme.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 03/06/2019 13:06:33 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4555 label Biography information for Lord Porter of Spalding

1127445

registered interest
date	20/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	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 work with UK businesses to address any gaps in the education and training of vocational skills.
tabling member printed	Lord Taylor of Warwick
uin	HL15856
answer	answer is ministerial correction date of answer 03/06/2019 answer text <p>The department is working with employers to jointly design and deliver policies and programmes which will make the skills system more responsive to employer needs, whilst giving individuals the skills they need to succeed.</p><p> </p><p>T levels are being designed to better meet the needs of businesses and to help young people to move successfully into skilled employment. Over 200 employers have been involved in defining the content of T levels to ensure that they reflect current industry requirements. Students’ experience on industry placements will be ‘hands on’ so they will leave their course with the skills employers are looking for.</p><p> </p><p>Employers are leading on the design of new apprenticeships standards, putting them in the driving seat to give apprentices the skills that businesses really need. Across all sectors, they are being designed and driven by industry, creating higher quality training that will lead to a more skilled and productive economy. We are working closely with employers to help them take advantage of apprenticeships and grow their programmes.</p><p> </p><p>Employers are central to traineeships, which are an education and training programme supporting social mobility by providing quality training for young people who need to develop their skills and experience in order to enter the labour market. They consist of a high quality work placement with an employer; work preparation training; and English and maths support for those who have not achieved a GCSE grade A* to C or equivalent with a training provider.</p><p> </p><p>We are establishing a National Retraining Scheme, driven by the National Retraining Partnership, which brings together the Confederation of British Industry, Trades Union Congress and the government to set the scheme’s strategic direction and oversee its development. This partnership will work together to ensure that the voices of businesses and workers feed directly into the development of the scheme so that it will genuinely make a difference.</p><p> </p><p>Skills Advisory Panels (SAPs) aim to bring together local employers and skills providers to pool knowledge on skills and labour market needs. They aim to work together to understand and address key local challenges, including helping to tackle local skills shortages. SAPs will address both immediate needs and challenges and look at what is required to help local areas adapt to future labour market changes and to grasp future opportunities. This will help colleges, universities and other providers deliver the skills required by employers, now and in the future.</p> answering member printed Lord Agnew of Oulton question first answered 03/06/2019 13:05:19 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	1796 label Biography information for Lord Taylor of Warwick

1127454

registered interest
date	20/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Liverpool Institute of Performing Arts: Finance
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what steps they have taken to ensure that the Higher Education Funding Council for England followed the correct procedures when it considered an application from the Liverpool Institute for Performing Arts for funding in 2016.
tabling member printed	Lord Watts
uin	HL15865
answer	answer is ministerial correction date of answer 04/06/2019 answer text <p>During the existence of the Higher Education Funding Council for England it performed the duties required of it to a high standard, including dealing with funding applications.</p><p> </p><p>The UK government cannot currently comment on the specific case of the funding application from the Liverpool Institute for Performing Arts in 2016 as there is a live investigation underway by the Parliamentary and Health Service Ombudsman.</p><p> </p> answering member printed Viscount Younger of Leckie question first answered 04/06/2019 13:13:51 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	489 label Biography information for Lord Watts

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

1127242

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	Students: Ethnic Groups
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what is the role of the Office for Students Evidence and Impact Exchange in promoting best practice in universities to address the attainment gap between BAME and other students.
tabling member printed	Lord Boateng
uin	HL15795
answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>The government has asked the Office for Students to set up an Evidence and Impact Exchange to help transform our understanding of what works in driving access and successful participation among disadvantaged and underrepresented students. The new centre, known as the Centre for Transforming Access and Student Outcomes (TASO) in higher education (HE), is an affiliate what works centre, and part of the UK government’s what works movement.</p><p> </p><p>TASO will commission, share and support the take-up of evidence on ‘what works’ to improve access and participation in HE in different settings and for different groups of students, including Black, Asian and Minority Ethnic students. It will act as a central hub for a wide variety of evidence, helping to ensure that HE spend to widen access and participation by under-represented and disadvantaged students has as big an impact as possible.</p><p> </p><p>TASO has already made its first call for evidence, inviting providers to submit examples of impact evaluation across the student life-cycle.</p><p> </p> answering member printed Viscount Younger of Leckie question first answered 23/05/2019 14:22:04 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	147 label Biography information for Lord Boateng

1127243

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	Students: Ethnic Groups
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 role of the Race Disparity Audit in addressing inequalities in higher education.
tabling member printed	Lord Boateng
uin	HL15796
answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>At the launch of the Race Disparity Audit in October 2017, the government committed to “explain or change” the ethnic disparities on the audit’s Ethnicity facts and figures website.</p><p>Since October 2017 the government has taken action, including on tackling disparities in access to and participation in higher education (HE) for ethnic minority students.</p><p>The audit’s ethnicity facts and figures website has been continually updated and extended to allow the public to see if ethnic disparities are improving or not, across over 160 important areas of public life. This has included the publication of data on undergraduate degree results and entrants at different HE providers with high, medium and low entry tariffs.</p><p>On February 1, the government announced action to tackle disparities in access to, and successful participation in, HE for ethnic minority students; and disparities in recruitment and progression for ethnic minority academics. This included plans to work with league table compilers on how they might consider performance on tackling inequalities between ethnic groups in university rankings, promoting the new transparency condition, and encouraging HE providers to make use of tools such as the Race at Work charter and the Race Equality Charter in their efforts to address inequality.</p> answering member printed Viscount Younger of Leckie question first answered 23/05/2019 14:14:06 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	147 label Biography information for Lord Boateng

1127244

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	Students: Ethnic Groups
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 implications for university funding of the disparity of outcomes for BAME students in higher education.
tabling member printed	Lord Boateng
uin	HL15797
answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>Improving access and outcomes in higher education (HE) for students from disadvantaged or under-represented groups is a priority for the government. Through the Higher Education and Research Act 2017, the government has introduced sweeping reforms to tackle equality of opportunity.</p><p>All HE providers in England that register with the Office for Students (OfS) who want to charge more than the basic annual amount for tuition (£6000+) (known as approved fee cap providers), must have an access and participation plan approved by the OfS. Through these plans providers set out what activities they intend to take to ensure students from disadvantaged backgrounds or under-represented groups — such as Black, Asian and Minority Ethnic (BAME) students — can access, participate in, succeed in and progress from higher education. Guidance provided to the OfS, by my right hon. Friend, the Secretary of State for Education, identified ensuring BAME students can not only access, but succeed in higher education as a priority.</p><p>This year HE providers will, for the first time, be required to publish applications, offer, acceptance, dropout and attainment rates of students by ethnicity, gender and socio-economic background.</p><p> </p> answering member printed Viscount Younger of Leckie question first answered 23/05/2019 14:29:05 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	147 label Biography information for Lord Boateng

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

1126720

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	School Day
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, following the report by the UCL Institute of Education School break times and young people’s social lives: A follow-up national study, published in May, what assessment they have made of the impact of shortening school break times on (1) childhood obesity, (2) academic performance, and (3) children’s social lives; and what steps they are taking to address any such impact.
tabling member printed	Lord Pendry
uin	HL15737
answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The government has not made a specific assessment of the impact of the length of school break times on obesity, academic performance or children’s social lives. Schools have the autonomy to make decisions about the structure and duration of their school day to suit their own circumstances. However, the department is clear that pupils should be given an appropriate break and expects school leaders to make sure this happens.</p><p> </p><p>The government recognises the importance of physical activity in schools to improve physical and mental wellbeing and support attainment. That is why our Childhood Obesity strategy reflects the Chief Medical Officer’s guidelines that primary age children should get at least 60 minutes of moderate to vigorous physical activity a day and the aim that 30 minutes of that should be during the school day.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 22/05/2019 15:39:32 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	457 label Biography information for Lord Pendry