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755635

registered interest
date	04/09/2017
answering body	Department for Communities and Local Government
answering dept id	7
answering dept short name	Communities and Local Government
answering dept sort name	Communities and Local Government
hansard heading	Housing: Standards
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Communities and Local Government, with reference to page 18 of the Social Mobility Commission Report, Time for Change: an assessment of government policies on social mobility 1997-2017, what assessment he has made of the effect of poor housing conditions on social mobility.
tabling member constituency	West Ham
tabling member printed	Lyn Brown
uin	7211
answer	answer is ministerial correction date of answer 20/09/2017 answer text <p>Tackling social mobility is at the heart of the Government’s ambition to make Britain a country that works for everyone. All homes should be of a reasonable standard and everyone should have a safe place to live. In rented housing, the Government is committed to ensuring tenants enjoy decent standards and receive a service which represents value for money for their rent. Local authorities have strong and effective powers to deal with poor quality, unsafe accommodation.</p> answering member constituency Nuneaton answering member printed Mr Marcus Jones question first answered 20/09/2017 11:19:18 answering member 4024 label Biography information for Mr Marcus Jones
tabling member	1583 label Biography information for Ms Lyn Brown

755636

registered interest
date	04/09/2017
answering body	Department for Communities and Local Government
answering dept id	7
answering dept short name	Communities and Local Government
answering dept sort name	Communities and Local Government
hansard heading	Landlords: Licensing
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Communities and Local Government, what assessment he has made of the effect of borough-wide licensing schemes in tackling criminal landlords.
tabling member constituency	West Ham
tabling member printed	Lyn Brown
uin	7214
answer	answer is ministerial correction date of answer 13/09/2017 answer text <p>Licensing is an effective tool when used in a targeted fashion to deliver improved standards and safety in the private rented sector in specific areas that are suffering from serious problems.</p><p>Under Part 3 of the Housing Act 2004, local authorities are able to introduce a selective licensing scheme in defined areas to tackle problems such as deprivation, high crime and poor property conditions.</p><p>Any scheme submitted to the Secretary of State for confirmation will be considered on its merits and whether it meets the statutory requirements in Part 3 of the Housing Act 2004.</p> answering member constituency Reading West answering member printed Alok Sharma grouped question UIN 7215 question first answered 13/09/2017 16:48:47 answering member 4014 label Biography information for Sir Alok Sharma
tabling member	1583 label Biography information for Ms Lyn Brown

755637

registered interest
date	04/09/2017
answering body	Department for Communities and Local Government
answering dept id	7
answering dept short name	Communities and Local Government
answering dept sort name	Communities and Local Government
hansard heading	Landlords: Licensing
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Communities and Local Government, what assessment he has made of the effect of borough-wide licensing schemes on improving the standard and safety of accommodation in the private rented sector.
tabling member constituency	West Ham
tabling member printed	Lyn Brown
uin	7215
answer	answer is ministerial correction date of answer 13/09/2017 answer text <p>Licensing is an effective tool when used in a targeted fashion to deliver improved standards and safety in the private rented sector in specific areas that are suffering from serious problems.</p><p>Under Part 3 of the Housing Act 2004, local authorities are able to introduce a selective licensing scheme in defined areas to tackle problems such as deprivation, high crime and poor property conditions.</p><p>Any scheme submitted to the Secretary of State for confirmation will be considered on its merits and whether it meets the statutory requirements in Part 3 of the Housing Act 2004.</p> answering member constituency Reading West answering member printed Alok Sharma grouped question UIN 7214 question first answered 13/09/2017 16:48:47 answering member 4014 label Biography information for Sir Alok Sharma
tabling member	1583 label Biography information for Ms Lyn Brown

755722

registered interest
date	04/09/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Students: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to page 49 of the Social Mobility Commission's report, Time for Change: an assessment of government policies on social mobility 1997-2017, published on 28 June 2017, what assessment she has made of the level of (a) retention and (b) graduate outcomes among students from disadvantaged backgrounds.
tabling member constituency	West Ham
tabling member printed	Lyn Brown
uin	6879
answer	answer is ministerial correction date of answer 12/09/2017 answer text <p>Application rates to Higher Education by disadvantaged 18-year-olds in England are at record levels and retention rates for this group, as well as mature, and BME students are higher than they were in 2010. According to HEFCE data (<a href="http://www.hefce.ac.uk/analysis/ncr/nhe/" target="_blank">http://www.hefce.ac.uk/analysis/ncr/nhe/</a>), we have seen non-continuation rates for the most disadvantaged students fall from 9.3% in 2009/10 to 8.8% in 2015/16. There has also been an increase in the rate of those on free school meals entering HE by age 19, up from 18% in 2009/10 to 24% in 2014/15 (the most recent year for which data is available). Graduates on average earn comfortably over £100K more over their lifetime, and 73% of those from less advantaged backgrounds are employed in the most advantaged occupational groups six months after graduating.</p><p>There is more to do, and this Government has put in place actions to make further progress. Retention rates and graduate outcomes are both core metrics of the Teaching Excellence Framework (TEF). The TEF explicitly assesses providers on how well they are delivering positive outcomes for students from disadvantaged groups and this is reflected in the rating that providers receive.</p><p>The Higher Education and Research Act 2017 requires institutions to publish admissions and retention data by gender, ethnicity and socio-economic background. This greater transparency will help the sector make further progress to build on its achievements so far.</p><p> </p><p>The new regulatory framework for Higher Education and the Office for Students (OfS) will put students at the heart of the OfS’ remit. The OfS will have a statutory duty to promote equality of opportunity across the whole lifecycle for disadvantaged students, not just access. As a result, widening access and participation for students from disadvantaged backgrounds will be at the core of OfS functions.</p><p> </p><p> </p><p> </p> answering member constituency Orpington answering member printed Joseph Johnson question first answered 12/09/2017 14:17:02 answering member 4039 label Biography information for Lord Johnson of Marylebone
tabling member	1583 label Biography information for Ms Lyn Brown

755723

registered interest
date	04/09/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Recruitment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to page 48 of the Social Mobility Commission's report, Time for Change: an assessment of government policies on social mobility 1997-2017, published on 28 June 2017, what assessment she has made of that report's recommendation to introduce effective incentives to attract and retain good quality teachers in the schools that need them most.
tabling member constituency	West Ham
tabling member printed	Lyn Brown
uin	6880
answer	answer is ministerial correction date of answer 21/09/2017 answer text <p>We welcome the Social Mobility Commission’s report, published on 28 June, which considers efforts to improve social mobility over the last twenty years. The Commission rightly concludes that too often life chances can be determined not by effort and talent but by background. The Department will set out further details on policy to tackle this in due course.</p><p> </p><p>We are spending £1.3bn up to 2020 to attract new teachers into the profession, but we know that some schools face significant challenges in teacher supply. We have undertaken extensive research and most recently published analysis of sub-national variation in teacher supply and the factors that can be used to explain this. This includes the Supply Index that allows us to identify, for the first time, schools facing significant recruitment and retention challenges. The report is available at: <a href="http://www.gov.uk/government/statistics/teachers-analysis-compendium-2" target="_blank">www.gov.uk/government/statistics/teachers-analysis-compendium-2</a>.</p><p> </p><p>We will use this evidence to provide targeted support to ensure schools are able to recruit and retain the teachers they need, and provide the best possible educational opportunities to their pupils. We will announce further details in due course.</p><p> </p><p>To improve the quality of teaching and leadership in the schools and areas that need it most, we have also launched the new Teaching and Leadership Innovation Fund. This £75 million investment seeks to improve the provision of teachers’ continuing professional development and leadership development.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/09/2017 09:42:36 answering member 111 label Biography information for Nick Gibb
tabling member	1583 label Biography information for Ms Lyn Brown

755724

registered interest
date	04/09/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Assessments: Stress
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to pages 45-46 of the Social Mobility Commission's report, Time for Change: an assessment of government policies on social mobility 1997-2017, published on 28 June 2017, what assessment she has made of the effect of the focus on evaluating pupils' learning of core content through examinations on levels of stress and anxiety among students.
tabling member constituency	West Ham
tabling member printed	Lyn Brown
uin	6881
answer	answer is ministerial correction date of answer 15/09/2017 answer text <p>Examinations are, by their very nature, stressful but the Government has already taken steps to reduce the examination burdens upon young people. At GCSE we have made examinations linear with examinations only at the end of the course of study, giving pupils at least two full years of study before they sit external examinations. We have also removed the incentives for multiple resits that were not helping children’s education.</p><p> </p><p>At A level we have also made the examinations linear with no January assessment window, and have created a new structure that will enable students to study for two full years towards an A level without the need to take an AS level examination at all.</p><p> </p><p>Schools are responsible for preparing all young people for examinations and should have strong pastoral support in place to help pupils deal with any worries they might have throughout the year.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 15/09/2017 14:02:19 answering member 111 label Biography information for Nick Gibb
tabling member	1583 label Biography information for Ms Lyn Brown

755725

registered interest
date	04/09/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Social Mobility
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to page 77 of the Social Mobility Commission's report, Time for Change: an assessment of government policies on social mobility 1997-2017, published on 28 June 2017, what recent assessment she has made of the effect of the increase in the reliance on formal qualifications in some professions on the accessibility of those professions to people from disadvantaged backgrounds.
tabling member constituency	West Ham
tabling member printed	Lyn Brown
uin	6882
answer	answer is ministerial correction date of answer 12/09/2017 answer text <p>The government is committed to supporting all young people to access good careers.</p><p>We are improving access to, and the quality of, formal qualifications and training routes. We are investing over half a billion pounds a year of new funding for technical education, centred around T-levels, a set of 15 high-quality technical routes based on employer-designed standards. We are increasing the quality and quantity of apprenticeships to reach our commitment of 3 million apprenticeships by 2020 and making available around £60million to support take-up by individuals from disadvantaged areas. We are also increasing numbers of traineeships to support young people, including those from areas of disadvantage, into apprenticeships and work.</p><p>We know that education alone cannot transform social mobility. We support the Social Mobility Employer Index, which celebrates those employers leading the way in opening up access and progression. These employers are already taking important steps to engage young people, introduce fairer recruitment practices, and manage talent.</p> answering member constituency Scarborough and Whitby answering member printed Mr Robert Goodwill question first answered 12/09/2017 15:31:22 answering member 1562 label Biography information for Sir Robert Goodwill
tabling member	1583 label Biography information for Ms Lyn Brown

755726

registered interest
date	04/09/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Unpaid Work: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to pages 77-78 of the Social Mobility Commission's report, Time for Change: an assessment of government policies on social mobility 1997-2017, published on 28 June 2017, what recent assessment she has made of the effect of (a) internships, (b) unpaid internships and (c) unadvertised internships on the accessibility of some jobs to people from disadvantaged backgrounds.
tabling member constituency	West Ham
tabling member printed	Lyn Brown
uin	6883
answer	answer is ministerial correction date of answer 12/09/2017 answer text <p>We know that government alone cannot transform social mobility. Employers play an important role by ensuring fair access to the workplace. The best employers are already taking some important steps, including engaging and supporting young people in schools, introducing fairer recruitment practices, removing barriers, opening up alternative routes to entry, and monitoring progress – but there is more to be done to ensure that background is not a barrier to a good career. That is why we support the Social Mobility Employer Index, which celebrates those employers leading the way in opening up access and progression.</p><p> </p><p>The government recognises concerns about exploitation of interns and we are clear that this is unacceptable. We will act where we find that employment law has been broken and someone who is entitled to the minimum wage has not been paid it.</p> answering member constituency Scarborough and Whitby answering member printed Mr Robert Goodwill question first answered 12/09/2017 15:35:03 answering member 1562 label Biography information for Sir Robert Goodwill
tabling member	1583 label Biography information for Ms Lyn Brown

755729

registered interest
date	04/09/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	GCSE
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to page 61 of the Social Mobility Commission's report, Time for Change: an assessment of government policies on social mobility 1997-2017, published on 28 June 2017, what assessment she has made of the effect on the confidence of young people leaving compulsory education of a failure rate for English and mathematics GCSE resits higher than 75 per cent.
tabling member constituency	West Ham
tabling member printed	Lyn Brown
uin	6885
answer	answer is ministerial correction date of answer 13/09/2017 answer text <p>Securing good levels of English and mathematics increases a student’s chances of improving their future earnings and progressing in either employment or further study. This is why we want to give students the opportunity to continue to study English and mathematics if they do not achieve a standard pass at age 16. This summer many tens of thousands of students aged 17 and over successfully re-sat their English and mathematics GCSEs thanks to the efforts of colleges and schools in England.</p><p>We recognise that not all students are ready to resit their GCSEs. This is why schools and colleges have the freedom to determine if or when a student is ready to enter an examination. We will ensure that students are able to study for a range of English and mathematics courses, rather than just GCSEs, to help them make progress in these subjects. We will continue to work with post-16 providers to improve the delivery of post-16 English and mathematics to ensure that all young people are equipped with the knowledge required to succeed in employment.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 13/09/2017 16:55:23 answering member 111 label Biography information for Nick Gibb
tabling member	1583 label Biography information for Ms Lyn Brown

755730

registered interest
date	04/09/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Personal, Social, Health and Economic Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to pages 45-46 of the Social Mobility Commission's report, Time for Change: an assessment of government policies on social mobility 1997-2017, published on 28 June 2017, what assessment she has made of the effect of incentives for teachers to maximise test scores within a narrower curriculum on opportunities for social and emotional learning which are accessible to all children.
tabling member constituency	West Ham
tabling member printed	Lyn Brown
uin	6886
answer	answer is ministerial correction date of answer 20/09/2017 answer text <p>The best schools create a happy, safe and supportive environment, so that all children can fulfil their potential without suffering undue stress.</p><p> </p><p>Schools already do a range of things to promote mental health and wellbeing. Our recent nationally representative survey of school provision indicated that almost all (92%) institutions reported an ethos or environment that promoted mutual care and concern. We have supported this in a number of ways, including funding the PSHE Association to produce guidance for teaching about mental health. This Government has also taken steps to reduce examination burdens upon young people, encouraging schools to put strong pastoral support in place to help pupils deal with any worries they might have throughout the year.</p><p> </p><p>All state schools must offer a broad and balanced curriculum. We encourage all schools to offer Personal, Social, Health and Economic (PSHE) Education, ensuring pupils are taught about healthy and respectful relationships and the knowledge required to prepare for adult life. The Children and Social Work Act 2017 requires Relationships Education (primary) and RSE (secondary) to become mandatory in all schools, through regulations. The Act also provides a power to make PSHE, or elements therein, mandatory in all schools, subject to careful consideration. The Department for Education will conduct a thorough engagement process on the scope and content of Relationships Education and RSE, and consideration of PSHE.</p><p> </p><p>The Department also supports schools to provide some extra-curricular programmes outside of the classroom. This includes working with the National Citizen Service as well as a £50m investment in the Cadet Expansion Programme, both of which teach young people life skills to prepare them for successful adulthood.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 6887 6888 question first answered 20/09/2017 15:06:33 answering member 111 label Biography information for Nick Gibb
tabling member	1583 label Biography information for Ms Lyn Brown