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1260556

registered interest
date	11/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Financial Services: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether his Department has made an assessment of the potential merits of Kickstart Money’s live virtual financial education sessions delivered by MyBnk to help ensure financial education continues in schools during the covid-19 outbreak.
tabling member constituency	Harrow East
tabling member printed	Bob Blackman
uin	128663
answer	answer is ministerial correction date of answer 21/12/2020 answer text <p>Education on financial matters ensures that pupils are well prepared to manage their money, make sound financial decisions and know where to seek further information if required. In 2014, for the first time, financial literacy was made statutory within the National Curriculum as part of the citizenship curriculum for 11 to 16 year olds.</p><p>The Department also introduced a rigorous mathematics curriculum, which provides pupils with the knowledge and skills to make important financial decisions. The Department has published statutory programmes of study for mathematics and citizenship that outline what pupils should be taught about financial education from Key Stages 1 to 4.</p><p>In the primary mathematics curriculum, there is a strong emphasis on the arithmetic that pupils should have. This knowledge is vital, as a strong understanding of numeracy and numbers will underpin the pupils’ ability to manage budgets and money. There is also some specific content about financial education such as calculations with money.</p><p>The Department does not monitor or assess the resources that schools use and we trust schools to use their professional judgement and understanding of their pupils to develop the right teaching approach for their particular school, drawing on the expertise of subject associations. We will continue to work closely with the Money and Pensions Service, and other stakeholders such as Her Majesty’s Treasury, to consider what can be learned from other sector initiatives and how to provide further support for the teaching of financial education in schools.</p><p>Schools should have resumed teaching an ambitious and broad curriculum in all subjects from the start of the autumn term. This means that all pupils will be taught a wide range of subjects so they can maintain their choices for further study and employment. The Department’s latest guidance on teaching to support children is set out here: <a href="https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools" target="_blank">https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 128664 128665 question first answered 21/12/2020 16:00:00 answering member 111 label Biography information for Nick Gibb
tabling member	4005 label Biography information for Bob Blackman

1260557

registered interest
date	11/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Financial Services: Primary Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to recommendation made in April 2016 by the APPG on Financial Education for Young People, what progress his Department has made on developing the delivery of financial education at a primary level; and if he will make a statement.
tabling member constituency	Harrow East
tabling member printed	Bob Blackman
uin	128664
answer	answer is ministerial correction date of answer 21/12/2020 answer text <p>Education on financial matters ensures that pupils are well prepared to manage their money, make sound financial decisions and know where to seek further information if required. In 2014, for the first time, financial literacy was made statutory within the National Curriculum as part of the citizenship curriculum for 11 to 16 year olds.</p><p>The Department also introduced a rigorous mathematics curriculum, which provides pupils with the knowledge and skills to make important financial decisions. The Department has published statutory programmes of study for mathematics and citizenship that outline what pupils should be taught about financial education from Key Stages 1 to 4.</p><p>In the primary mathematics curriculum, there is a strong emphasis on the arithmetic that pupils should have. This knowledge is vital, as a strong understanding of numeracy and numbers will underpin the pupils’ ability to manage budgets and money. There is also some specific content about financial education such as calculations with money.</p><p>The Department does not monitor or assess the resources that schools use and we trust schools to use their professional judgement and understanding of their pupils to develop the right teaching approach for their particular school, drawing on the expertise of subject associations. We will continue to work closely with the Money and Pensions Service, and other stakeholders such as Her Majesty’s Treasury, to consider what can be learned from other sector initiatives and how to provide further support for the teaching of financial education in schools.</p><p>Schools should have resumed teaching an ambitious and broad curriculum in all subjects from the start of the autumn term. This means that all pupils will be taught a wide range of subjects so they can maintain their choices for further study and employment. The Department’s latest guidance on teaching to support children is set out here: <a href="https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools" target="_blank">https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 128663 128665 question first answered 21/12/2020 16:00:00 answering member 111 label Biography information for Nick Gibb
tabling member	4005 label Biography information for Bob Blackman

1260558

registered interest
date	11/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Financial Services: Primary Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment he has made of the potential merits of early intervention financial education at a primary level; and if he will make a statement.
tabling member constituency	Harrow East
tabling member printed	Bob Blackman
uin	128665
answer	answer is ministerial correction date of answer 21/12/2020 answer text <p>Education on financial matters ensures that pupils are well prepared to manage their money, make sound financial decisions and know where to seek further information if required. In 2014, for the first time, financial literacy was made statutory within the National Curriculum as part of the citizenship curriculum for 11 to 16 year olds.</p><p>The Department also introduced a rigorous mathematics curriculum, which provides pupils with the knowledge and skills to make important financial decisions. The Department has published statutory programmes of study for mathematics and citizenship that outline what pupils should be taught about financial education from Key Stages 1 to 4.</p><p>In the primary mathematics curriculum, there is a strong emphasis on the arithmetic that pupils should have. This knowledge is vital, as a strong understanding of numeracy and numbers will underpin the pupils’ ability to manage budgets and money. There is also some specific content about financial education such as calculations with money.</p><p>The Department does not monitor or assess the resources that schools use and we trust schools to use their professional judgement and understanding of their pupils to develop the right teaching approach for their particular school, drawing on the expertise of subject associations. We will continue to work closely with the Money and Pensions Service, and other stakeholders such as Her Majesty’s Treasury, to consider what can be learned from other sector initiatives and how to provide further support for the teaching of financial education in schools.</p><p>Schools should have resumed teaching an ambitious and broad curriculum in all subjects from the start of the autumn term. This means that all pupils will be taught a wide range of subjects so they can maintain their choices for further study and employment. The Department’s latest guidance on teaching to support children is set out here: <a href="https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools" target="_blank">https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 128663 128664 question first answered 21/12/2020 16:00:00 answering member 111 label Biography information for Nick Gibb
tabling member	4005 label Biography information for Bob Blackman

1199514

registered interest
date	02/06/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Free School Meals: Harrow East
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what plans he has to support the families of pupils on free school meals in Harrow East constituency during the school summer holidays in 2020.
tabling member constituency	Harrow East
tabling member printed	Bob Blackman
uin	53409
answer	answer is ministerial correction date of answer 25/06/2020 answer text <p>I refer the hon. Members to the answer I gave on 23 June 2020 to Question <a href="https://www.parliament.uk/business/publications/written-questions-answers-statements/written-question/Commons/2020-06-03/54195/" target="_blank">54195</a>.</p> answering member constituency Chelmsford answering member printed Vicky Ford grouped question UIN 51893 53329 53427 53439 53570 53579 53658 53997 54032 54100 54228 55666 55678 55885 57324 57943 57944 58071 question first answered 25/06/2020 09:47:55 answering member 4674 label Biography information for Vicky Ford
tabling member	4005 label Biography information for Bob Blackman

1109724

registered interest
date	04/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	STEM Subjects: Degrees
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent steps he has taken to encourage more students to study STEM degrees.
tabling member constituency	Harrow East
tabling member printed	Bob Blackman
uin	241025
answer	answer is ministerial correction date of answer 10/04/2019 answer text <p>Overall numbers of students studying science, technology, engineering and mathematics (STEM) are rising. The share of students studying science subjects at English Higher Education providers has increased from 41% in 2010/11 to 45% in 2016/17.</p><p>Despite rising STEM student numbers, we are far from complacent and we know that employer groups continue to point to an unmet demand for higher level STEM skills. This issue seems to be particularly acute in sectors such as manufacturing, construction, engineering, science and technology. We are therefore implementing a number of initiatives across government to increase the numbers of STEM graduates. For example:</p><ul><li>The Department for Education (DfE) is piloting a conversion course scheme to enable graduates to retrain in engineering and computer science.</li><li>The Department for Business, Energy and Industrial Strategy are leading a £90 million investment in 1,000 new PhD places, of which around 85% will be in STEM areas, and 40% will aim to boost collaboration between industry and academia.</li><li>The government is providing funding for the new Institute of Coding, which aims to improve digital skills provision at levels 6 and 7. It will target a skills gap in digital skills and involves collaboration between education providers and industry.</li><li>The DfE is also supporting (with £15 million over 3 years) the New Model in Technology &amp; Engineering, a STEM-focused institution due to take its first full cohort of students in 2020.</li><li>Institutes of Technology are being established to help meet STEM skills needs at levels 4 – 6, working closely with local employers and Local Enterprise Partnerships.</li></ul><p>Effective careers guidance and advice is also key to supporting young people to undertake learning in areas that will give them the skills employers are looking for. The government’s careers strategy sets out a long-term plan to build a world class careers system to achieve this ambition. We are increasing the information available to students to ensure they can make informed choices about what and where to study.</p><p>As set out in the Industrial Strategy White Paper, the Skills Advisory Panels (SAPs) programme aims to ensure that the local provision of skills, and the delivery of skills policy in local areas, meets and responds to changing employer needs. SAPs analysis will inform Local Industrial Strategies and local post-16 skills provision, so that skills provision better meets labour market needs.</p><p>Degree apprenticeships also allow universities to build partnerships with businesses and employers and to work together to create a skilled workforce. Employers are working in partnership with universities and professional bodies to meet the high-level technical skills that employers and our economy need to prosper.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 10/04/2019 16:39:45 answering member 4021 label Biography information for Chris Skidmore
tabling member	4005 label Biography information for Bob Blackman

1109725

registered interest
date	04/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Overseas Students: Universities
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent discussions he has had with the Secretary of State for the Home Department on ensuring that the UK continues to attract international students to British universities after the UK leaves the EU.
tabling member constituency	Harrow East
tabling member printed	Bob Blackman
uin	241026
answer	answer is ministerial correction date of answer 10/04/2019 answer text <p>Ministers within the Department for Education have regular discussions with the Home Office on ways to ensure the UK remains an attractive study destination, and the UK already has a strong offer for overseas students who graduate in the UK. International graduates can remain in the UK to work following their studies by switching to several existing visa routes, including Tier 2 (skilled worker) visas.</p><p>As you will be aware, the Immigration White Paper, published in December 2018, proposes increasing the post-study leave period for international students following completion of studies to 12 months for those completing a PhD, and to 6 months for all full-time postgraduate and undergraduate students at institutions with degree awarding powers. These proposals go beyond recommendations set out in the Migration Advisory Committee’s report and will benefit tens of thousands of international students. During the Home Office’s 12-month engagement programme on the Immigration White Paper, business and stakeholders from a wide range of sectors, including the Higher Education sector, will be able to feed in their views on white paper proposals.</p><p>In addition, the International Education Strategy, published on 16 March 2019, sets out actions to continue to provide a welcoming environment for international students, and includes our ambition to increase the number of international students we host to 600,000 by 2030. One of the actions within the strategy includes considering where processes could be improved to improve the visa experience for international students.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 10/04/2019 16:47:37 answering member 4021 label Biography information for Chris Skidmore
tabling member	4005 label Biography information for Bob Blackman

1109727

registered interest
date	04/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Universities: Staff
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment he has made of the level of (a) female and (b) BAME representation in top university positions.
tabling member constituency	Harrow East
tabling member printed	Bob Blackman
uin	241027
answer	answer is ministerial correction date of answer 10/04/2019 answer text <p>Diversity and equality in higher education is a priority for this government. Higher education institutions are independent bodies and responsible for decisions about who they employ. Like every employer they must ensure they meet their obligations under the Equality Act 2010.</p><p>Important progress has been made on the number of women in leadership roles in higher education, particularly in the increase in the proportion of female Chairs of Governing Bodies and female Vice-Chancellors. Sector-led gender initiatives, such as the Athena SWAN Charter and the Aurora development scheme, demonstrate the importance the sector attaches to tackling the barriers that hinder women’s progression in higher education careers.</p><p>On 1 February, the government announced measures to tackle ethnic disparities in higher education including encouraging higher education providers to make use of tools such as the Race at Work Charter and the Race Equality Charter to drive forward a step-change in the recruitment and progression of ethnic minority employees.</p><p>The government has also consulted on ethnicity pay reporting in order to inform future government policy.</p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 10/04/2019 16:06:43 answering member 4021 label Biography information for Chris Skidmore
tabling member	4005 label Biography information for Bob Blackman

1086597

registered interest
date	11/03/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices: Greater London
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 the number of companies who have transferred the apprenticeship levy in London.
tabling member constituency	Harrow East
tabling member printed	Bob Blackman
uin	230796
answer	answer is ministerial correction date of answer 19/03/2019 answer text <p>As at 31 January 2019, there were 200 commitments in England entered into the apprenticeship service, where the transfer of funds between apprenticeship service accounts has been approved (a commitment is where a potential apprentice, who is expected to go on to start an apprenticeship, has been recorded with the Apprenticeship Service). Of these transferred commitments as at 31 January 2019, there were 130 transferred commitments that had materialised into apprenticeship starts. More information is available at: <a href="https://www.gov.uk/government/statistics/apprenticeship-and-levy-statistics-february-2019" target="_blank">https://www.gov.uk/government/statistics/apprenticeship-and-levy-statistics-february-2019</a>.</p><p> </p><p>Information on companies transferring apprenticeship levy funds in each region of England is not held centrally. Many levy-paying employers are headquartered in one region but operate across the country meaning that we cannot attribute levy-funds transferred in individual locations. Individual employers have control of the expenditure (and transfer) of apprenticeship levy funds based on their current and future skills needs.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 19/03/2019 12:31:20 answering member 1523 label Biography information for Anne Milton
tabling member	4005 label Biography information for Bob Blackman

1077208

registered interest
date	25/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Pay
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 9 January 2019 to Question 204600 on Teachers: Pay, what advice his Department received on the decision to award the teachers’ pay grant to maintained schools and academies and not sixth form colleges.
tabling member constituency	Harrow East
tabling member printed	Bob Blackman
uin	225482
answer	answer is ministerial correction date of answer 04/03/2019 answer text <p>Ministers received detailed advice from officials before announcing the Teachers’ Pay Grant. Unions and other representative organisations also contacted the Department.</p><p>The Teachers’ Pay Grant was introduced in response to changes to the School Teachers’ Pay and Conditions Document (STPCD), following recommendations from the School Teachers’ Review Body. This document applies to maintained schools, and as many academies choose to follow it, the grant was available to both maintained schools and academies.</p><p>There are 16-19 maintained schools which must follow the STPCD. These were included in the pay grant, alongside equivalent academies.</p><p>Further education (FE) and sixth form colleges have a different legal status and relationship to Government. They are private institutions, independent of Government, and it is for employers to agree pay structures, based on local needs. The Department is considering carefully the needs of FE colleges, including in relation to funding, in preparation for the next Spending Review.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 04/03/2019 14:40:22 answering member 111 label Biography information for Nick Gibb
tabling member	4005 label Biography information for Bob Blackman

1058892

registered interest
date	11/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Pay
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 9 January 2019 to Question 204600 on Teachers: Pay, what representations his Department received on the decision to award the teachers’ pay grant to maintained schools and academies but not sixth form colleges.
tabling member constituency	Harrow East
tabling member printed	Bob Blackman
uin	219402
answer	answer is ministerial correction date of answer 19/02/2019 answer text <p>Since the Teachers’ Pay Grant methodology was published in September 2018, the Department has been contacted by representative organisations, unions, individual colleges, Members of Parliament, and members of the public. These have mainly been through correspondence, but also some meetings with officials and ministers.</p><p>Further education (FE) and sixth form colleges have a different legal status and relationship to government when compared with schools. They are private institutions, independent of government, and it is for individual employers to agree pay structures, based on local needs. The Department is carefully considering the needs of FE providers, including in relation to funding, in preparation for the next Spending Review.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 19/02/2019 16:55:47 answering member 111 label Biography information for Nick Gibb
tabling member	4005 label Biography information for Bob Blackman