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1127599

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	Students: Suicide
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many students have died by suicide at each UK university in each of the last 10 years.
tabling member constituency	Bishop Auckland
tabling member printed	Helen Goodman
uin	256292
answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>Mental health is a priority for this government, which is why we continue to work closely with Universities UK (UUK) on embedding the Step Change programme within the sector. Step Change calls on higher education (HE) leaders to adopt mental health as a strategic priority and adopt a whole-institution approach to mental health, embedding it across all policies, cultures, curricula and practice.</p><p> </p><p>In addition, the government actively backs the introduction of a sector-led University Mental Health Charter, launched in June 2018. This will drive up standards in promoting student and staff mental health and wellbeing. It will invite universities to meet high standards of practice, including in areas such as leadership, early intervention and data collection.</p><p> </p><p>HE institutions (HEI) have legal responsibilities under the Equality Act 2010 to support students, including those with mental health conditions. It is for HEIs to determine what welfare and counselling services they need to provide to their students to offer that support.</p><p> </p><p>The information requested is not held centrally regarding student suicide. However, in June 2018, the Office for National Statistics released experimental statistics estimating suicide among higher education students in England and Wales which can be found following this link: <a href="https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/deaths/articles/estimatingsuicideamonghighereducationstudentsenglandandwalesexperimentalstatistics/2018-06-25" target="_blank">https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/deaths/articles/estimatingsuicideamonghighereducationstudentsenglandandwalesexperimentalstatistics/2018-06-25</a>.</p><p> </p><p>The government has worked with UUK, the Office for Students, and other stakeholders to develop guidance on measures to help prevent suicide and deal sensitively with issues that may arise when tragedy does occur. This guidance was published in September 2018, ahead of the 2018/19 academic year.</p><p> </p><p>As independent and autonomous bodies, HEIs are responsible for decisions regarding required training for their staff and have a duty of care to their staff, like all employers, as well as to their students.</p> answering member constituency Kingswood answering member printed Chris Skidmore grouped question UIN 256293 256294 question first answered 23/05/2019 10:14:17 answering member 4021 label Biography information for Chris Skidmore
tabling member	1484 label Biography information for Helen Goodman

1127600

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	Students: Mental Health
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 improve student (a) wellbeing and (b) mental health.
tabling member constituency	Bishop Auckland
tabling member printed	Helen Goodman
uin	256293
answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>Mental health is a priority for this government, which is why we continue to work closely with Universities UK (UUK) on embedding the Step Change programme within the sector. Step Change calls on higher education (HE) leaders to adopt mental health as a strategic priority and adopt a whole-institution approach to mental health, embedding it across all policies, cultures, curricula and practice.</p><p> </p><p>In addition, the government actively backs the introduction of a sector-led University Mental Health Charter, launched in June 2018. This will drive up standards in promoting student and staff mental health and wellbeing. It will invite universities to meet high standards of practice, including in areas such as leadership, early intervention and data collection.</p><p> </p><p>HE institutions (HEI) have legal responsibilities under the Equality Act 2010 to support students, including those with mental health conditions. It is for HEIs to determine what welfare and counselling services they need to provide to their students to offer that support.</p><p> </p><p>The information requested is not held centrally regarding student suicide. However, in June 2018, the Office for National Statistics released experimental statistics estimating suicide among higher education students in England and Wales which can be found following this link: <a href="https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/deaths/articles/estimatingsuicideamonghighereducationstudentsenglandandwalesexperimentalstatistics/2018-06-25" target="_blank">https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/deaths/articles/estimatingsuicideamonghighereducationstudentsenglandandwalesexperimentalstatistics/2018-06-25</a>.</p><p> </p><p>The government has worked with UUK, the Office for Students, and other stakeholders to develop guidance on measures to help prevent suicide and deal sensitively with issues that may arise when tragedy does occur. This guidance was published in September 2018, ahead of the 2018/19 academic year.</p><p> </p><p>As independent and autonomous bodies, HEIs are responsible for decisions regarding required training for their staff and have a duty of care to their staff, like all employers, as well as to their students.</p> answering member constituency Kingswood answering member printed Chris Skidmore grouped question UIN 256292 256294 question first answered 23/05/2019 10:14:17 answering member 4021 label Biography information for Chris Skidmore
tabling member	1484 label Biography information for Helen Goodman

1127601

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	Teachers: Training
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what training in health and wellbeing is required of university lecturers.
tabling member constituency	Bishop Auckland
tabling member printed	Helen Goodman
uin	256294
answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>Mental health is a priority for this government, which is why we continue to work closely with Universities UK (UUK) on embedding the Step Change programme within the sector. Step Change calls on higher education (HE) leaders to adopt mental health as a strategic priority and adopt a whole-institution approach to mental health, embedding it across all policies, cultures, curricula and practice.</p><p> </p><p>In addition, the government actively backs the introduction of a sector-led University Mental Health Charter, launched in June 2018. This will drive up standards in promoting student and staff mental health and wellbeing. It will invite universities to meet high standards of practice, including in areas such as leadership, early intervention and data collection.</p><p> </p><p>HE institutions (HEI) have legal responsibilities under the Equality Act 2010 to support students, including those with mental health conditions. It is for HEIs to determine what welfare and counselling services they need to provide to their students to offer that support.</p><p> </p><p>The information requested is not held centrally regarding student suicide. However, in June 2018, the Office for National Statistics released experimental statistics estimating suicide among higher education students in England and Wales which can be found following this link: <a href="https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/deaths/articles/estimatingsuicideamonghighereducationstudentsenglandandwalesexperimentalstatistics/2018-06-25" target="_blank">https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/deaths/articles/estimatingsuicideamonghighereducationstudentsenglandandwalesexperimentalstatistics/2018-06-25</a>.</p><p> </p><p>The government has worked with UUK, the Office for Students, and other stakeholders to develop guidance on measures to help prevent suicide and deal sensitively with issues that may arise when tragedy does occur. This guidance was published in September 2018, ahead of the 2018/19 academic year.</p><p> </p><p>As independent and autonomous bodies, HEIs are responsible for decisions regarding required training for their staff and have a duty of care to their staff, like all employers, as well as to their students.</p> answering member constituency Kingswood answering member printed Chris Skidmore grouped question UIN 256292 256293 question first answered 23/05/2019 10:14:17 answering member 4021 label Biography information for Chris Skidmore
tabling member	1484 label Biography information for Helen Goodman

1127661

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	Teachers: Training
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 increase the amount of bursary funding available to people training to be religious education teachers to ensure it is equal to other shortage subjects.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	256248
answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>​​The Department has increased bursary funding for religious education courses. In academic year 2019/20, religious education trainees with a 2:2 undergraduate degree or above will receive a £9,000 bursary. Previously a £9,000 bursary was only available to those with a first class degree, while those with a 2:1 degree received £4,000 and there was no funding available for other degree classes. These increases show the Department’s continuing commitment to recruiting religious education teachers.</p><p> </p><p>The Department will review bursary funding this summer, prior to announcing the offer for academic year 2020/21 courses in early autumn. This will involve making difficult decisions about where to deploy funding, which will be based on an assessment of current recruitment performance and available budget.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 23/05/2019 10:16:52 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1127199

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	Higher Education: Registration
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what the (a) average length of time and (b) longest time was for a higher education establishment to receive their registration from the Office for Students.
tabling member constituency	Burton
tabling member printed	Andrew Griffiths
uin	255319
answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>There is no meaningful average time for higher education establishments receiving an outcome on their Office for Students (OfS) registration application. This is because the time taken from initial receipt of the application to a final registration decision is dependent on a number of factors. These factors include the completeness of the application initially submitted, the scale of the clarificatory information requested by the assessor during the assessment process and the length of time taken by the provider to respond to such information requests. In addition, other factors include the time taken for the provider’s access and participation plan to be negotiated and approved, the likelihood of the provider to breach its ongoing conditions of registration, including the ways in which that would impact its students. Furthermore, consideration is also given to the overall readiness of the provider to be regulated.</p><p> </p><p>In cases where decisions that have been reached more quickly often relate to circumstances where the provider has submitted a near-complete application or where queries during the assessment have been minimal. In addition, more timely decisions can be made where the risk assessment suggests that the provider is unlikely to breach any of its ongoing conditions of registration. Cases that have taken longer to assess have typically involved several attempts to obtain relevant information from the provider. The risk assessment also suggests either that the provider does not satisfy one or more initial conditions of registration (in which case the provider may make representations against the proposed decision to refuse registration), or that the provider may be at increased risk of breaching one or more of its ongoing conditions of registration once registered. In these cases, the OfS is likely to conclude that the interests of students are best protected by taking regulatory action with which the provider must comply, such as applying specific conditions of registration or enhanced monitoring arrangements. Such occurrences would lengthen the timeframe for a decision on an application.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 23/05/2019 10:03:45 answering member 4021 label Biography information for Chris Skidmore
tabling member	3936 label Biography information for Andrew Griffiths

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

1126911

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 his Department has made of the financial sustainability of local government children’s services.
tabling member constituency	Knowsley
tabling member printed	Mr George Howarth
uin	254748
answer	answer is ministerial correction date of answer 23/05/2019 answer text <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 23/05/2019 09:57:46 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	481 label Biography information for Sir George Howarth

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

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